Tristram Hunt
Main Page: Tristram Hunt (Labour - Stoke-on-Trent Central)Department Debates - View all Tristram Hunt's debates with the Department for Education
(8 years, 10 months ago)
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Tristram Hunt (Stoke-on-Trent Central) (Lab)
I beg to move,
That this House notes that improving education is imperative for the future economic growth of this country, that gains in productivity play an instrumental role in achieving high growth and better living standards, and that in order to prevent a recurrence of the deficiencies in the previous Government’s strategy for 14-19 education, the Government should initiate a cross-party review of 14-19 education, as recommended by the Confederation of British Industry, to cover exams, educational institutions and the curriculum in order to take full advantage of the increase in the participation age to 18.
As Opposition Members know only too well, we are holding this Opposition day debate in the aftermath of a general election which, if we are honest with ourselves as politicians, did little as a campaign to rehabilitate the standing of politics in this country. Too many important issues such as climate change, foreign policy and reform of the European Union were too absent from the campaign debate. The motion seeks to put the bleak functionalism, the harrowing terrain of Crosby Textor behind us. Instead, it contains a big idea for the big issues facing the English education system.
I want to make it very clear from the beginning that I am sincere in seeking Government support for the motion and in beginning to explore proposals for a cross-party review of 14-to-19 education. Let us make no mistake, there will be plenty of time for the convention of opposition over the coming weeks as we scrutinise the various education Bills going through different parts of Parliament. Even at this stage, five days before Second Reading, I will be delighted to give way if the Education Secretary wants to step up to the Dispatch Box and explain her definition of “coasting schools”—the first words of the first clause on the first page of the first of those Government Bills. I fear that she and her Ministers still do not know what a coasting school is, even as we are asked to vote on the Bill.
Before I outline why I think we need a radical overhaul of upper secondary education, let me first explain why it is so vital. Of all the issues given too scant attention during the election, perhaps our deep-seated malaise on productivity is the most serious. The statistics are dire. Output per worker is still lower than before the financial crash—a stagnation that the Office for National Statistics has called
“unprecedented in the post-war period”.
Our productivity is well over 20% lower than that of the United States, and we trail every G7 nation except Japan.
I know that nobody in this House seriously believes that that represents a true reflection of the efforts of British workers or the enterprise of British business. Neither do I mean to imply that the roots of our productivity challenge can be explained entirely by the economic policies of the current Government. Poor productivity, however, affects our economy and our society. It affects our competitiveness, our prosperity and our standing in the world. That is why the Labour party was so keen right at the beginning of this Parliament to have a day’s debate on productivity and how we deal with the productivity challenge. Given the direct link between productivity and economic growth, the scale of the measures needed to restore the public finances to good health is not an inconsiderable concern for this Parliament to address.
What is more, if we look into the causes of the productivity puzzle, we find many of the issues that Labour Members raised during the general election campaign. Despite today’s welcome news on wages, there is still a low-wage cost of living crisis in the UK. Of the 15 initial members of the EU, only Greece and Portugal now have lower hourly wages.
Too many of the recent jobs created have been of too poor a quality and low-skilled, particularly in the low growth regions of the north and the midlands. The structure of our finance industry is not delivering the right conditions for long-term business investment or the necessary access to start-up and growth capital. In so many parts of the country, working people have not seen living standards rise for over a decade. We are still simply too unequal, over-reliant on financial services and property for creating wealth and still not encouraging enough business investment. According to a shocking OECD report published last month, we have the biggest skills gap of all countries surveyed.
Joan Ryan (Enfield North) (Lab)
In 2013-14, apprenticeship starts in Enfield North fell from 710 to 590. While I agree that the focus on apprenticeships is welcome and necessary, I do not think it should be at the expense of adult skills training. The College of Haringey, Enfield and North East London in my constituency faces an unprecedented 21.2% cut in funding, losing some 40 posts. Is this a coherent strategy, given that a large proportion of students—
Mr Speaker
Order. Interventions must be brief. Although this debate is not hugely subscribed, 14 Members want to speak and I would like to try to accommodate all colleagues. Consideration from Back Benchers and indeed from Front Benchers is of the essence. These debates are mainly about Back Benchers and not about shadow Ministers or Ministers.
Tristram Hunt
I almost forgot what you were saying at the beginning of that intervention, Mr Speaker, but I know that pithiness was the key to it. I would—
Mr Speaker
Order. Let me say to the hon. Gentleman, who was far too long-winded the other day, rather than arguing the toss, “Make it pithy and you would be doing yourself a favour, mate.”
Tristram Hunt
Adult skills budgets have faced a 24% cut under this Government, and that will not do anything to meet the productivity challenge in Enfield and right across the UK. I am wholly in agreement with my right hon. Friend on that.
We have the most unequal skills and education system in the developed world and it is our productivity performance that best provides the index for that continued structural failure. The purpose of the debate is to explore the role that education must play in tackling our poor productivity. That is not to deny that the purpose of education is far broader. What is more, the productivity challenge cannot be solved by higher skills alone. Arguably, Governments of all stripes have overly focused in the past on pushing the supply side of the equation, yet at a very basic level our education system must seek to equip all our young people with the skills they need to thrive in this most competitive of centuries.
More and more, our economic strength will come to be defined by the quality of our human capital. The Royal Academy of Engineering forecasts that the UK needs an extra 50,000 science, technology, engineering and maths technicians and 90,000 STEM professionals every year just to replace people retiring from the workforce.
Seema Malhotra (Feltham and Heston) (Lab/Co-op)
As usual, my hon. Friend is making a fantastic speech. He has raised the very important question of STEM. I started out as a computer programmer. Does he agree that we must take advantage of new technologies, have a much better national strategy for the next generation and reskill people for digital jobs, including in programming? As more than 90% of our programmers are men, there is also a gender dimension to the problem.
Tristram Hunt
My hon. Friend is totally right. One of the cross-party achievements of the previous six or seven years is the state of English education in computing science and the move away from the drawbacks of the information communications technology world and the qualifications surrounding it. We are world leading in some of the qualifications we are now developing in computing science.
Justin Madders (Ellesmere Port and Neston) (Lab)
In my constituency, we have the Vauxhall car plant, which, time and again, has risen to the challenge of global competitiveness. That has been done by the employer’s working in partnership with the trade union. Does my hon. Friend agree that partnership with trade unions is a vital part of rising to the challenge of productivity?
Tristram Hunt
My hon. Friend makes a valuable point. One of the issues with the productivity challenge is the need for management to ensure continual training on the job and not just in the initial state of the skills. Trade unions play an important role in that. We will get through the productivity puzzle by ensuring that at every stage—from education to skills to employment—we work out how we can get more from our human capital. The link between higher skills and rising productivity is well established.
Andrew Bridgen (North West Leicestershire) (Con)
At a time when the Labour party is saying that it needs to be more business friendly, what message does the hon. Gentleman think it sends out when he criticises the jobs created by the private sector? Will he concede that it is far easier to move jobs if a person already has a job and has work experience?
Tristram Hunt
I do not think that I criticised any jobs. I hope that the hon. Gentleman is making sure that those working in the potato industry in his places of employment are getting the necessary training, support and growth.
We are failing miserably to provide young people with an education that spreads enough opportunity and excellence for all. The long tale of underperformance—the bane of practically every Government for at least the past 30 years—remains a stubborn reality. You will not be surprised to learn, Mr Speaker, that I believe that the Labour party education manifesto contains some excellent measures that could have boosted our education, skills and training system. For a start, we would have protected further education, sixth-form colleges and sixth forms from the round of cuts already heading their way. We would have thought it rather curious that private schools continue to get tax breaks whereas sixth-form colleges have to pay VAT. That is not what we would call fair. The Government chose to spend £45 million on the Westminster academy free school, while we would have supported education and training in the communities that need it most. That is simply the great moral and ethical difference between the Labour party and the Conservative party.
I strongly encourage the Government to match our manifesto investment in dedicated independent careers advice for young people. By reallocating some £50 million from the universities’ widening participation fund, which, as far as I can see, has not done nearly enough to widen participation, we could have funded effective careers guidance. Our labour market is particularly weak in matching skills supply with demand and there is some evidence that misallocation is a component of our productivity challenge. We need to be more ambitious.
Richard Harrington (Watford) (Con)
Does the hon. Gentleman agree that well-meaning Governments have increased year on year the target for the number of people going to university without giving any real thought to whether there will be suitable jobs for them when they leave?
Tristram Hunt
One of the interesting components of both the rise in the popularity of apprenticeships, which I know the hon. Gentleman is doing a great deal to support, and some of the costs associated with university is that we have a much greater insight into the relative success of an apprenticeship compared with a degree. I think there is more realism about what young people can get from each institution. The hon. Gentleman has a point and I would take it right back to the mass conversion of polytechnics to university status. I am not sure that that was necessarily the best initiative introduced by the Conservative party, but we can also think about that 50% target being the best use of some of the human capital.
We need to be more ambitious when it comes to developing an institutional pathway for advanced technical skills, whether they are called national colleges or institutes of technical education. We need far more stringent and demanding apprenticeships, which I know the hon. Gentleman supports. Indeed, I would suggest that what we need on apprenticeships is not dissimilar to the dramatic reduction in the number of semi-vocational, grade-inflating, GCSE-equivalent qualifications following the Wolf report—arguably the Government’s most important achievement in education over the past five years. Far too many children in communities such as Stoke-on-Trent were put on courses with little or even no labour market value, and yet there is absolutely no doubt in my mind that a similar, gallery-pleasing numbers game is developing with the re-badging of short-term, low-quality workplace training as apprenticeships.
Ian Austin (Dudley North) (Lab)
We have to be very careful about the argument that there are too many young people going to university. In areas such as mine, where long-term youth unemployment is three times the national average, not enough young people are going to university, doing apprenticeships or advanced apprenticeships, or continuing to study at all.
Tristram Hunt
My hon. Friend is totally right. He has made the case in Dudley—and the same is true of Stoke-on-Trent—that we need many more young people to be doing level 3, 4 and 5 qualifications. I would like to see a much more amphibious relationship between our universities and apprenticeships, so that young people can move in and out of them and at each stage go up the value chain with the qualifications they need.
Bill Esterson (Sefton Central) (Lab)
Does my hon. Friend agree that each young person needs to be offered the right opportunity, whether it be vocational or academic, and that it should be about whatever is right for the individual? Does he share my concern that, under the last Government, there was a big increase in apprenticeships for older people, but not for 16 to 19-year-olds, and does he agree that we must target that latter group if we are to address the skills issue highlighted by his proposal?
Tristram Hunt
My hon. Friend is exactly right. I urge the Government to move on from playing the fatuous numbers game of highlighting 2 million or 3 million apprenticeships. They should think about the quality of the apprenticeships, rather than just re-badging Train to Gain. They should think about what these people are actually learning and focus on quality as much as quantity. At the moment we are not seeing that kind of focus from this Government. Indeed, the Government’s plan to solve the problem—Alice in Wonderland-like—is not to work to improve the quality of apprenticeships. The Skills Minister has said instead that they will establish in law that apprenticeships are equal to degrees, as if such statist hubris and a Whitehall edict will solve the problem.
I do not want to get bogged down in party political bickering. As an early sign of our bipartisan approach, I am willing here and now to support the Education Secretary’s new ministerial edict on stopping children swinging on their chairs, which follows on from her predecessor’s edict on having children run around playing fields as punishment—which I think she reversed. What is more, I am happy to endorse the Education Secretary’s appointment of Mr Tom Bennett as the anti-low-level classroom disruption tsar. Who knows? One day the Conservative party might think that teachers need to be trained and qualified to teach in a classroom, but we are not quite there yet.
We have far too unequal a distribution of skills, and our young people have poorer levels of literacy and numeracy compared with their older contemporaries. We need a serious shake-up of secondary education, to broaden the skills base and boost productivity, and so that it values what people can do alongside what they know and prepares young people for the rigours of the modern workplace by nurturing their character, resilience and wellbeing.
Andrew Gwynne (Denton and Reddish) (Lab)
My hon. Friend is absolutely right to raise the need to improve secondary education. My constituency has some of the very best levels of primary education, but those children who leave the secondary system at year 11 do not do so with anything like the grades they should be getting when compared with those with which they entered secondary school. Is that not the challenge for us—to make sure that they are pushed to do their very best throughout the whole system?
Tristram Hunt
My hon. Friend is furiously ambitious for his constituency and the children in it. He is exactly right. The key to that is great teaching and strong leadership, making sure that young people are focusing on their academic subjects in order to get the basics right and then pursuing other academic or vocational routes.
One of the reasons we are disappointed with the Education Secretary’s approach in her new Bill is that it seems too indicative of an exhaustive, target-driven, bureaucratic, central-command approach. It is a 20th-century answer to a 21st-century problem. In the words of Steve Hilton, a great guru for the Conservative party, this marks a backwards and “Soviet” approach to education.
Higher ambitions require more substantial reform, and I am convinced that in England that requires us to explore the merits of a 14-to-19 baccalaureate system of upper secondary education, particularly now we are raising the participation age. There is an emerging consensus on that idea, and it demands closer inspection.
Tristram Hunt
The Schools Minister says there is not, but he should listen to the CBI and leading headteachers, including those on the Headteachers’ Roundtable, and to one of the great Tory Education Secretaries, Lord Baker. There is a far broader consensus on the need to rethink the purposes of upper secondary education in the light of the continued inability of the current high-stakes, teach-to-the-test, exam-factory model in order to tackle our long tale of underperformance.
I do not expect the Government to commit to that today as a point of public policy. I accept, as we did during the election, that the short-term priority is to provide heads and teachers with a degree of curriculum stability, given the rather, shall we say, frenzied pace of recent reform. Now is the time to launch—as the CBI, the voice of business, has requested, alongside the Labour party—a broader cross-party review.
Disappointingly, prior to the election the Education Secretary walked out on the cross-party talks that the Royal Society had convened to introduce some stability to the curriculum process. Now that she is back in office, I hope she will take a slightly more mature approach and support a CBI-endorsed cross-party review to look into a more ambitious settlement for secondary education that can stretch the more able students, challenge the damaging snobbery towards creative, technical and vocational pathways, and tackle our seemingly intractable low skills problem, which so cripples our productivity.
In the light of the radical skills shift required by the industrial revolution we see all around us, with the move towards a digital society, we need to answer the deeper question of what skills, knowledge and attributes our young people now need to thrive and succeed in the 21st century. Until we have a clearer answer to that question, I fear we will not find a long-term solution to the productivity woes.
I hope the Government will give serious consideration to backing this bipartisan motion, and I commend it to the House.
Nicky Morgan
The hon. Lady makes a very good point. I am glad to hear that there is cross-party agreement that education, health and care plans are welcome. They offer an opportunity for various services, including schools, to support young people with disabilities. At its heart, the issue is about inspiring young people about all the options, making sure that no barriers are put in place, and ensuring that nobody else makes choices for young people about what they can and cannot do. I would welcome any thoughts or suggestions that the hon. Lady has in that area, as would the Minister for Children and Families. I want all young people to fulfil their potential—and that, of course, includes anybody with disabilities.
We need to ensure that young people master the basics at primary school and go on to develop deep understanding in secondary school. Under the party of the hon. Member for Stoke-on-Trent Central, one in three children left primary school unable to read, write or add up properly—a figure that we have reduced to just one in five, with further still to go. Until age 16, there is a fundamental core of knowledge and skill that all young people need to access.
As I said, it is the most disadvantaged who always lose out when anyone says that a core education is not for everyone. A rigorous academic curriculum until age 16 is the best way to ensure that every child succeeds regardless of their background and allows us to be ambitious for everyone, to keep options open and horizons broad. We have revised the national curriculum to make it more rigorous and it now provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said, and helps to develop an appreciation of culture, creativity and achievement.
The new curriculum sets expectations that match those in the highest-performing education jurisdictions in the world, challenging pupils to realise their potential in an increasingly competitive global market. We have reformed GCSEs, so they are more rigorous and provide a better preparation for employment and further study. GCSE students taking modern languages will now have to translate into the target language accurately, applying grammatical knowledge of language and structures in context. GCSE students in maths will have to know how to develop clear mathematical arguments and solve realistic mathematical problems. The new English literature GCSE requires students to study whole texts in detail, covering a range of literature including Shakespeare, 19th-century novels and romantic poetry. Unfortunately, the hon. Gentleman’s books are not on that list.
Nicky Morgan
Well, that’s debatable. [Laughter.]
This is what the top performing countries in the world expect for their children and we should settle for nothing less. Yesterday, we announced that every child starting year 7 this year will be expected to study core academic subjects that make up the EBacc. This means studying English, maths, sciences, history or geography and a language right up to GCSE.
Tristram Hunt
There were reports in The Sunday Times and other newspapers that every child will be studying the EBacc subjects. Just to be clear, are they expected to or will they be required to?
Nicky Morgan
We want every child to be studying the EBacc subjects. There will, of course, be some children for whom that is not the right thing. There might be particular special needs, in which case there will need to be some flexibility in the system—I appreciate that. The hon. Gentleman, who wants to mandate things, will find that much harder to do with the profession. Safely for all of us, he is not on the Government Benches and is not having to work with the education sector.
There is no suggestion that arts subjects are in any way less valuable. Good schools, such as King Solomon academy, which I visited yesterday, show that there does not need to be a false choice between an academic or arts-based curriculum. Children can do them both and they can do them both well. There is time for most pupils to study other subjects in addition to the EBacc, including technical disciplines which set them up for apprenticeships or further study, but the academic core of the EBacc is something we think every school has a duty to provide and every child has a right to study.
A core curriculum needs to be backed by strong accountability. From 2016, the existing five A* to C English and maths headline measure will be replaced by Progress 8, a measure based on the progress a pupil makes from the end of primary school to the end of secondary school compared with pupils who had the same starting point. Schools with tough intakes will be rewarded for the work that they do, and schools with high-attaining intakes will—rightly, as I said earlier—be challenged to help their pupils achieve their full potential. Above all, the measure will remove the obsessive focus on the C/D borderline and instead place a premium on those schools that push every young person to reach their full potential.
Tristram Hunt
The Labour party supports the move towards Progress 8. Just so we are clear, the new expectations on EBacc will sit alongside the Progress 8 requirements. Which will have priority?
Nicky Morgan
The Progress 8 measure will come into force beforehand. What we are saying with the EBacc is that students starting year 7 in September will be taking the EBacc subjects when they reach GCSE. They will sit alongside each other. I think they are both extremely valuable.
Above all, we need great teachers. Evidence from around the world is clear that the single most important factor in determining how well pupils achieve is the quality of the teaching they receive. We are hugely fortunate to have many thousands of dedicated and hard-working professionals in classrooms throughout our country. Teaching continues to be a hugely popular career. Almost three quarters of new teachers now have an upper second or first class degree, which is 10% higher than was the case in 2010. We have a record proportion of teacher trainees and 17% with first class degrees. Unlike the hon. Gentleman, I trust headteachers to hire the best teachers for their schools, rather than proposing to sack more than 17,000 of them from our classrooms.
Having mastered the basic core at 16, we then want to give young people the chance to choose the future path for them. High quality post-16 education is vital for ensuring that every young person will leave education capable of getting a good job, a place at university or an apprenticeship.
For some young people an academic path will be right. We have reformed A-levels. Giving universities a greater role in how A-levels are developed has been an important part of the Government’s plans to reform the qualifications. Their involvement will ensure that A-levels provide the appropriate foundation for degree-level study.
Nick Boles
Sadly, there were other people present.
We heard from the hon. Gentleman that he had been the first person from his family to go to university, and here he is now. He is going to do his constituents proud in this Chamber. I should like to add a note of thanks for his generous tribute to his predecessor, Jo Swinson, who was probably the Conservatives’ favourite Liberal Democrat.
We also heard from my hon. Friend the Member for Derby North (Amanda Solloway), who will be relieved to hear that I am not going to recall a meeting of 20 years ago with her. She spoke of the idea of a nation of aspiration that had given her the opportunity, despite having had an education that had not given her great qualifications or a degree, to succeed in retail and manufacturing and then to find her way on to these green Benches. Having heard her fantastic speech, I can assure her that she will do much more than double her majority in five years’ time.
We heard from the new broom in Bradford East, the hon. Member for Bradford East (Imran Hussain). His grandfather found opportunity in Bradford’s mills. How proud he would be today to see that his grandson had not only qualified as a barrister in the courts of the United Kingdom but now been elected to Parliament.
My hon. Friend the Member for Northampton South (David Mackintosh) spoke eloquently and with the experience of a local government leader on the role of education in regeneration and, in particular, on the project that he has spearheaded—the Northampton Alive regeneration scheme. I have no doubt that he will never give any of his constituents reason to follow the example of the assassin of one of his predecessors.
The hon. Member for Glasgow Central (Alison Thewliss) spoke very well of the work of the Scottish Government on improving skills training. I have heard good reports about the Scottish apprenticeship programme from employers who provide apprenticeships in all parts of our country. I believe in learning from anyone and everyone, and I would be keen to learn from Scottish Ministers what they have found to be successful. I am planning to visit the hon. Lady’s fair city this summer, and I shall be sure to visit the area of Toryglen, even if I am the only Tory in it.
Following this debate, I wish I could report that Her Majesty’s Opposition were reflecting on the result of the election and on the messages sent to them, ever so politely, by the British public. I wish I could say that they were approaching that subject with humility and an open mind, asking themselves whether there was anything in their presentation before early May that they should perhaps revise. Sadly, however, that was not to be. We heard groundhog day of the Labour story. All we heard from Opposition Members was an endless series of increasingly hysterical attacks on cuts in public spending.
I have a lot of time for my opponent, the right hon. Member for Birmingham, Hodge Hill (Liam Byrne). I believe he is a good and thoughtful man, and that he was a good and thoughtful Minister in his time, but he can tell his colleagues why those public spending cuts were necessary.
Nick Boles
I will not give way.
My right hon. Friend the Prime Minister spent quite a lot of the past six to eight weeks opening his breast pocket and brandishing a letter from the right hon. Member for Birmingham, Hodge Hill, in which he said that there was no money left. We never wanted to cut public spending and never wanted to impose those difficult decisions; we have done so because of the legacy that he left us and made fun of in a letter—we are living with those consequences.
Nick Boles
I will not give way, as the right hon. Member for Birmingham, Hodge Hill has had his go.
We heard barely a word from Labour Members about qualifications reform or about our apprenticeship reforms, which are putting employers in charge of developing standards and controlling Government investment in apprenticeships. [Interruption.]