Skills and Post-16 Education Bill [Lords]

Debate between Wera Hobhouse and Alex Burghart

Report stage
Monday 21st February 2022 Commons Chamber

[Wera Hobhouse (Bath) (LD)]

Further education should be about creating a workforce that meets the needs of our national and local economies. It should be about lifelong learning that gives everyone the power to follow the path that best suits them. It should especially be at the front and centre of our covid recovery and, last but not least, it should help us with the transition to net zero.

There was plenty of room to improve this Bill when it was introduced, and there still is. I regret that, so far, the Government seem to be missing this opportunity, but it is never too late. I favour new clause 4, which would require the Secretary of State to introduce a green skills strategy for higher, further and technical education. There is a key opportunity for further education in our effort to reach net zero, but less than 1% of college students are on a course with broad coverage of climate education. I commend the work of the excellent Bath College, which is already making strides to embed climate education in its curriculum, but the Government should step up, too.

We all know how important it is to manage the transition to net zero, which brings me to new clauses 14 and 15 and amendment 11 tabled by the hon. Member for Brighton, Pavilion (Caroline Lucas). The offshore training regime is a barrier to offshore oil and gas workers transitioning their skills into the renewables sector. A new offshore training scheme is needed to facilitate cross-sector recognition of core skills and training in the offshore energy sector and to provide a retraining guarantee for oil and gas workers who wish to transition to careers in the green energy sector. What a missed opportunity it would be if we did not help people working in such industries, which will soon no longer be in place, to transition to a career in industries such as the renewables sector.

The Government say this Bill will transform opportunities for all, so why have they reversed changes that could significantly improve the accessibility and flexibility of qualifications—we have heard some powerful contributions on this—especially those aimed at learners with special educational needs and disabilities? Over a quarter of all 16 to 18-year-olds in further education have a learning difficulty or a disability, and I pay tribute to Project SEARCH, a partnership run by Bath and North East Somerset Council, Bath College and Virgin Care.

Nationally, too, many disabled people face huge difficulties in accessing employment after leaving school. Our disability employment gap stands at 30%.I therefore add my support to amendment 16, which would require local skills improvement plans to list specific strategies to help into employment those learners who have or have had an education, health and care plan. Again, this seems to be another missed opportunity to help those in society who face the biggest disadvantages to access employment, which is what they want. Whenever we talk to disability groups, what they want is employment; helping these groups into employment should be at the core of this Bill.

Although I will support the Bill on Third Reading, I am disappointed that the opportunity to transform further education has been so entirely missed.

[Alex Burghart]

With the leave of the House, I will speak to some of the amendments that have been discussed this evening. It has been a real pleasure to have been involved with this Bill on Second Reading, in Committee and on Report this evening. I feel the strength of feeling across the House for the skills agenda. This is an extraordinarily exciting time for skills, as my right hon. Friend the Member for Harlow (Robert Halfon) made clear. Never in my lifetime has there been such a hunger for skills in the economy, and that is a hunger that this Government will feed, because we are building a system in which qualifications, co-designed with employers, will give students the skills the economy needs. We will see good opportunities, allowing everyone to take a step forward in their life and career, and qualifications, backed by employers, that feed the needs of the economy.

In the time I have, I want to get through as many of the amendments as I can. First, I will address new clause 1, which stands in the name of my right hon. Friend the Member for Harlow, the Chair of the Education Committee. I pay tribute to his fight for the cause of apprenticeships for prisoners; I am delighted that my right hon. Friend the Deputy Prime Minister and Lord Chancellor made an announcement to this effect on 11 January, and I am happy to put on record that my right hon. Friend the Member for Harlow was instrumental in driving this forward. We do not need to accept this new clause because we have seen that this can be done in secondary legislation, and that changes to primary legislation are not needed.

I turn to new clause 2, also tabled my right hon. Friend, and to new clause 7, tabled by my right hon. Friend the Member for Kingswood (Chris Skidmore), who did sterling work when he was on the Front Bench. Those provisions both seek to place a level 3 entitlement on a statutory footing. The Government are delighted by the enthusiasm of Members on both sides of the House and in both Chambers for our free courses for jobs offer and the lifetime skills guarantee that the Prime Minister announced last April. As the House will know, it gives adults who do not have a level 3 qualification the opportunity to get a qualification in high-value subjects for free, regardless of age. That major step forward will transform life chances. We do not think it is right to put this offer into legislation; that would constrain the Government in how they allocate resources and make it more difficult to adapt the policy to changing circumstances, including for adults most in need. For example, only last November, the Secretary of State announced that from this April, the offer will expand to include any adult in England who is unemployed or earns below the national living wage annually, regardless of their prior qualification level.

New clause 2 also includes a provision requiring any employer who receives apprenticeship funding to spend at least two thirds of that funding on people who begin apprenticeships at level 2 and 3 before the age of 25. We fully respect what the new clause is trying to do, but we point to the great progress we are already making on this score. In the first quarter of last year—the most recent one for which we have figures—62% of apprenticeship starts were for people under the age of 25, and level 2 and 3 apprenticeships accounted for 71% of all starts. That is wonderful stuff. Also, during the recent National Apprenticeship Week, I met a huge number of young and not-so-young people studying level 6 apprenticeships, which are making an enormous difference to their life, giving them huge opportunities in a way that is a greatly respected by employers. I do not wish to see arbitrary levels fixed in legislation.

Amendment 12, tabled by the hon. Member for Chesterfield (Mr Perkins), seeks to require a review of the operation of the apprenticeship levy, particularly at level 3 and below. We discussed this issue at some length in Committee. I reiterate that the Government have already radically reformed apprenticeships to put employers at their heart, increasing investment and improving quality. As I just said, we are starting to see major improvements at levels 2 and 3.

Children in Need: Adulthood

Debate between Wera Hobhouse and Alex Burghart

Thursday 6th September 2018 Westminster Hall

[Wera Hobhouse (Bath) (LD)]

The hon. Gentleman and I are both on the all-party parliamentary group on adverse childhood experiences, which is very much about the issue we are debating. I fully agree that prevention is the way to go, but in my constituency councils are so cash-strapped that they can deal only with the absolute minimum statutory obligations; they do not have the money for prevention. Is not it time that we looked around to release money for councils to do the preventive work that is necessary?

[Alex Burghart]

As the hon. Lady says, we are both in the all-party parliamentary group on adverse childhood experiences, which I co-chair. There is no doubt that we need to work out how we can shift intervention to prevent problems from escalating. We know that there is limited money around, but I feel that there is a number of things we can do, and perhaps do better.

The Government have a major opportunity with the end of the current phase of the troubled families programme in 2020. I—like, I am sure, everyone in the Chamber—am keen to see those contracts reinvigorated for another phase, but the end of the current phase is the time to take stock of the considerable successes of the programme, as well as to consider whether we want to put a particular focus on that money in future. To my mind, the vast majority of children in need are by definition in troubled families. I know how many local authorities already spend the money, and data from the troubled families programme show that when it is spent well, it is excellent at tackling the root-cause problems and stabilising families so that they form a foundation on which young people can rest as they go into adult life. I rehearse all that because I think the best thing we can do to help children in need to move into adult life is to stabilise their childhoods. For some children, that will not be possible and they will need additional, ongoing support, but our first priority must be to make sure that young people do not need further help from us in the future because we have fixed the problems that they face.

An initiative I was glad to look at when I worked at the Centre for Social Justice works by giving children in need long-term mentoring at school. That gives them a stable adult in their lives who can give them the sort of advice that a parent might in a normal family. It is extremely successful in Tower Hamlets and in Hackney, and if we are to find the money for the sort of initiative proposed by the hon. Member for Birmingham, Selly Oak—a form of pupil premium for children in need; perhaps any child who has been in need in the past six years—that is the sort of thing that schools should spend that money on. I am conscious of the time, so I will rest my remarks there.