argyrotsipi/train-dataset huggingface dataset:
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Jo Johnson (Conservative, Centre-right): My hon. Friend is quite right. We are putting in place the reputational and financial incentives to drive and spread best practice throughout this sector, and the teaching excellence framework will be an important part of our doing so. The inflationary uplift we are allowing to universities that demonstrate high-quality teaching is a £12 billion investment in the skills base of this country over the next decade. It is now for the Opposition to explain how they would make up for such a significant shortfall in university funding. To do so would either mean cutting resources from our universities, risking the sustainability of our world-class sector and leading to the reintroduction of aspiration-limiting student number controls, or the classic Labour response to any policy challenge—[Interruption]—we are already hearing it articulated: of more spending, more taxes, more borrowing and more debt. Labour Members might well heed the words of Ed Balls, who recently told Times Higher Education that Labour "clearly didn’t find a sustainable way forward for the financing of higher education" He described that failure in the run-up to the last general election as "a bit of a blot on Labour’s copybook" Indeed, it is, and the shame is that they clearly still have not learned the lesson We are fulfilling our manifesto commitment to ensure the continuing success and stability of our reforms, balancing the interests of taxpayers and students. We have struck the right balance: numbers of disadvantaged students are at record levels; university funding is up; and research funding is protected. This is a one nation Queen’s Speech, from a one nation Government. Through our proposals, we are extending the benefits of a great education to school pupils and students across the country, and we must never let the Labour party put that at risk.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Social Welfare
Neil Carmichael (Conservative, Centre-right): Thank you for that splendid news, Madam Deputy Speaker, and I can only carry on as I normally do. I want to talk about the actual Queen’s Speech, which is a one nation Queen’s Speech because it mentions opportunity for everybody and productivity for our economy. Behind those 21 Bills lies the demand for and interest in having more, fairer opportunities and a better economy that delivers more productivity I wish to mention two Bills in particular, including the Children and Social Work Bill. The Education Select Committee has done some work in that field, and I invite the Secretary of State to consider what it will say about social work—I will not let any cats out of the bag now because we have not yet published our conclusions, but they will be of interest to those who wish to consider the issue in more detail as the Bill develops. I am pleased that we will have a care leavers covenant, which is one thing that came out of the Committee’s early discussions about children in care who had mental health difficulties, and who felt that they were falling off a cliff edge. The covenant will clearly prevent that from happening.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Social Welfare
Caroline Fiona Ellen Nokes (Conservative, Centre-right): Does my hon. Friend agree that in the Committee’s work on care leavers, it was not just those with mental health problems who felt that they were falling off a cliff? Many care leavers felt that the support that children might ordinarily receive from their own families was suddenly missing when they got to the age of 18.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Neil Carmichael (Conservative, Centre-right): I completely agree, and my hon. Friend was a member of the Education Committee when we did that early work. The whole point is to ensure that those children do not fall over that cliff edge. Children who are looked after by the state are particularly vulnerable to that, and we must do all we can to stop it happening. The Committee also covered regulation in its early inquiries. I will not comment in detail on what that framework should look like, but we agreed that we need an improved regulatory offering for social work On the education for all Bill, I first note that "for all" means for absolutely all children. However, there are some unregistered children in unregulated schools, and we need to think about them, too. How will the Secretary of State respond to the thought, expressed not least by Sir Michael Wilshaw, the chief inspector of schools, that there are ineffective schools beneath the radar which are not doing a good job? We need to ensure that when we say education for all, we mean all The White Paper talks about a school-led system, as it absolutely should. Those of us who support the academies programme welcome its continued growth. Obviously, it is important to be sure that academies feel comfortable once they are out there. The Education Committee will be considering what a good multi-academy trust looks like precisely with that thought in mind. We need to encourage academies to come together to support each other in partnership and co-operation—schools taking the initiative to help other schools. I believe that combination will work to drive up standards, especially in areas—we know there are pockets—where standards are not high enough..
Education, Skills and Training — House of Commons, 2016-05-25
Topic: International Affairs
Neil Carmichael (Conservative, Centre-right): I therefore suggest it is really important that we remain in the European Union, so that we can deliver our ambitions I have just realised that somebody must be trying to intervene, as an hon. Friend has helpfully informed everybody that I am completely deaf in my left ear. I can find that quite useful, certainly in family situations and often in politics, but not when my hon. Friend wants to intervene.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Johanna Peta Churchill (Conservative, Centre-right): That must also be the reason why my husband sometimes does not respond when called. He is obviously deaf in one ear too It is important that we are a part of the European Union not only for the reasons my hon. Friend outlines, but to ensure that our young people have access to broader educational environments, such as the Erasmus programme.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Rebecca Faye Clark (Pow) (Conservative, Centre-right): I have great respect for the hon. Lady as she has taught within this system. However, it does not seem like a good one nation system, because if my son were to go to university in Scotland, not only would he have to do a four-year course rather than a three-year one, but he would have to pay whereas his Scottish colleagues would all be going for free.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Seema Louise Ghiassi Kennedy (Conservative, Centre-right): I totally agree with the hon. Lady that having more and more of our fellow citizens in higher education is good for the whole nation, which is why we are here to promote that. Does she therefore welcome the fact that the proportion of young people from disadvantaged backgrounds in higher education has increased from 13.6% in 2010 to 18.5% in 2015-16?
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Law and Crime
Rebecca Faye Clark (Pow) (Conservative, Centre-right): Madam Deputy Speaker, may I say that you make an exceedingly good point? I am suitably reprimanded. The point that I was trying to make is that these suggestions in relation to the care system link very well with our reforms of the prison system. Too often, people in prison have gone through many care systems themselves.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Labor
Johanna Peta Churchill (Conservative, Centre-right): Does my hon. Friend agree that it is very important that we look to all businesses? I have been approached by bakers and clockmakers in my constituency who find that the apprenticeship scheme needs a little more flexibility in order to cope with small business needs as well as those of the large ones she has mentioned.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Michelle Emma May Elizabeth Donelan (Conservative, Centre-right): I am delighted by my hon. Friend’s excellent point. We do indeed need to make sure that we are supporting all businesses. Bakers, plumbers, electricians and so on are the backbone of our economy, and very important to constituencies like ours The Government are rightly pushing ahead with ensuring that education is rigorous and that students get the key skills and core skills that they need in the workplace. I fully support this, and I would never, ever suggest that it is anything but a robust and clear plan. However, the push towards the EBacc in its current form threatens to undermine the progress being made and does not address the stigma against design and technology and engineering. I hope that the new education Bill will address this. I would like the vastly improved, highly academic, highly scientific design and technology GCSE that we now have to include the option of a science element. There is huge support for this within the business community, who are crying out for change. Let me be clear: this would not represent a U-turn on policy but would be a minor change to strengthen, improve and safeguard the Ebacc. Given the scientific and academic nature of the new design and technology GCSE, which this Government have invested heavily in and done a great deal of work on, there will be no outcry from other vocational subjects, because this is a totally different matter There is also a precedent with computer science, which was introduced to the EBacc because of shortages in the field. Yet that does not make a lot of sense when the shortages in design and technology, manufacturing and engineering are far greater than those in the digital industries What I am proposing is that design and technology be included as a science-based option, just like computer science, but that there should be an either/or choice so that students can pick between the two. That would ensure that it does not water down the EBacc or its academic rigour; instead, it would enhance it. It would also enhance the status of the excellent route into research, development, design and manufacturing provided by design and technology, as well as highlight that this Government have yet again listened to the business community and acknowledged the needs of our future economy.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Michelle Emma May Elizabeth Donelan (Conservative, Centre-right): Design and technology is the only subject that puts maths and physics to practical use, and there is no comparable IT-based course for a career in the industry. In fact, design and technology is one of the only subjects that produces a clear pipeline to a career in that sector. We all believe in giving students a choice and the best opportunities for their future The simple change I am proposing would be about what businesses, the economy and, if we are honest, students need. It would highlight that the Government understand the need to align our education system more with the economy and give the young the best opportunity in life. If we are to remain at the forefront of global product design, we must take action. I believe that bolstering the design and technology GCSE for inclusion in the EBacc would be an important step towards addressing the skills shortage, safeguarding the future of the subject and supporting skills and British businesses As I have said to the Prime Minister in Prime Minister’s questions, the skills shortage is a ticking time bomb. In my constituency, it is one of the key challenges that we face, and I am confident that the measures announced in the Queen’s Speech will take some significant steps towards addressing the skills gap and boosting our productivity. I hope that the measures in the proposed Bill will go far enough to tackling this very important issue.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Alexander John Gervase Chalk (Conservative, Centre-right): Is it not the case that to give young people opportunity we really need more good and outstanding schools, producing fantastic standards, so that they can go on and fulfil their dreams? That is what we need, and that is what the Government are delivering, is it not?
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Amanda Anne Milling (Conservative, Centre-right): Addressing issues with the skills base will be key to tackling the productivity gap to ensure we have a long-term successful and sustainable economy. Ensuring our young people are equipped with the skills to succeed in life needs to underpin the entire education system—schools, colleges and universities. Our young people need this, and so do our businesses. We need to ensure that our young people have the skills to contribute to our economy It is not our education system alone that can help to improve our young people’s life chances. The National Citizen Service is a fantastic programme that, to date, has enabled 200,000 15 to 17-year-olds to benefit from new and different life experiences. During the past couple of years, I have been fortunate to have had the opportunity to see at first hand the benefits gained by young people in Cannock Chase from the NCS programme delivered by Coachright. I have joined them in planning their community projects, and we have packed bags for customers in Sainsbury’s and filled boxes for the Cannock and District food bank The outward bound part of the programme is a great start and a real favourite with the participants. One can see how many of them have overcome a lot of fears. I have not attended that part of the programme yet, but I know the Coachright team are quite keen for me to take part to overcome one of my own fears—a fear of heights. Another blonde Member of this House is well known for experiences on a zip-wire; I only hope that if I find myself on one, I do not get stuck At graduation ceremonies I have seen how participants have grown in confidence, learned new leadership and team-building skills, and been truly inspired. I welcome plans to extend the scheme so that more young people from a variety of backgrounds can benefit from that life-changing experience. I also welcome the duty on schools, colleges and local authorities to make young people and their parents aware of the scheme.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Social Welfare
Johanna Peta Churchill (Conservative, Centre-right): Does my hon. Friend agree that there is huge benefit to our young people from the last part of the programme—the social action part—under which some 6 million hours of volunteering have been invested not only in the young people themselves but in the broader economy? That is of huge benefit in teaching them several valuable life lessons.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Robert Alexander Stewart (Conservative, Centre-right): The hon. Lady is making an extremely interesting and apposite speech. As the father of five children who have gone through the age of 16, your point—sorry, the hon. Lady’s point; forgive me, Madam Deputy Speaker, I deserve to be hanged—about the age of 16 being a crucial time for decision making is so very important. I just want to reinforce that point, having watched five children go through the age of 16. It is so incredibly important. People should recognise that 16 is the golden age.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Thomas Georg John Tugendhat (Conservative, Centre-right): Does the hon. Lady not recognise that children from disadvantaged backgrounds have a much greater opportunity to go to universities in England and Wales than in Scotland, where the fee system means that it is a subsidy for the middle classes and not for poorer students?
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Labor
Seema Louise Ghiassi Kennedy (Conservative, Centre-right): I agree wholeheartedly with the hon. Lady. Some 21 million people in this country do not even have £500 of savings. As she has said, part of the reason for that is lack of financial education. I welcome the lifetime savings Bill, which will provide a flexible product that enables young people to save for a home and for their retirement, and the increase in the individual savings account limit The statistics on savings for the self-employed are even worse than those for the nation as a whole. Only 31% of respondents to the FSB survey said that they are saving into a pension, compared with 59% of people who are employed. The remaining respondents intend to rely on their business and existing savings, and about 15% of them have absolutely no savings or pension plan. The lifetime ISA is welcome, but are there any plans to adapt it to suit the new and growing cohort of the self-employed? The age restriction limits it to the under-40s and there is growing evidence that more of the self-employed are aged 45 or over. I hope that the Government will consider finding ways of encouraging and normalising savings for the self-employed, because they do not get the same nudges that auto-enrolment gives people who are employed On the pensions Bill, I will not repeat the statistics of self-employed people who have no pension or savings plan, but I urge the Government to consider carefully the needs of the self-employed. The Work and Pensions Committee has made submissions about the issue, particularly in relation to the National Employment Savings Trust auto-enrolment scheme, to which MPs have signed up our own employees. It is very good, but it also needs to include a solution for the self-employed In an ideal world, the self-employed will go on to become micro-employers, or perhaps even large employers, and set up their own pension fund. There needs to be adequate communication with micro-businesses about their obligations under auto-enrolment, which can be burdensome. Once small businesses do set up pensions, robust regulation needs to be in place to ensure that such funds give good returns and are adequately protected The Bills on which I have touched briefly are welcome in adapting to our changing workforce. I look forward to seeing the detail as they progress through this place.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Johanna Peta Churchill (Conservative, Centre-right): I just want to point out that London schools have had a 26% uplift, whereas rural schools have had only a 9% uplift, so it is only fair, right and proper to address the basis of the funding.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Johanna Peta Churchill (Conservative, Centre-right): I totally concur. The ability to look cross-departmentally at all the different issues that challenge people from the beginning to the end of their life would enhance us all My hon. Friend the Member for Stroud (Neil Carmichael) mentioned excluded children, and those who struggle with formal educational attainment. Before I came to this place, I worked on a "Solutions 4" programme with excluded children, and we must remember all our children when introducing these Bills. With a background in the construction industry and a love of life sciences, I believe that apprenticeships are important in helping all children to lift their abilities and attainment rates. For some apprenticeships, however, we must recognise that more functional levels of core subjects should be acceptable, and we run the risk of losing able youngsters who cannot cross the C-grade barrier in maths and English. I am delighted that a Government taskforce has been set up, chaired by my hon. Friend the Member for Blackpool North and Cleveleys (Paul Maynard), to consider apprenticeships for those with learning difficulties I recently met a lovely young woman who had been part of a very innovative scheme. When I asked what it had given her she said, "It’s given me confidence and a job", and then she whispered, "a boyfriend as well, but please don’t tell my Dad"—that is probably too late. It struck me that a basic entitlement for all young people leaving education is, perhaps not the boyfriend, but the right to feel valued and equipped for the workplace. I applaud the work that we are doing to ensure that employment and apprenticeships are accessible to all, but we should also consider young people’s mental health as we drive these Bills forward, since such issues put a huge strain on our schools. West Suffolk College reckons that 70% of pastoral care time is spent considering the resilience and mental health of its young people. That is an enormous burden for schools and colleges to take forward, and we must do more work in that area Finally—and quickly—my daughters have been participants and mentors in the National Citizen Service, which provides young people with challenges through which they grow in confidence and team build. It attracts children from every walk of life, including those who might have had the odd brush with the law or started down the road to addiction, looked after children, and those from all types of educational background. Over four weeks they complete outward bound training, visit higher education establishments—
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Nicky Morgan (Conservative, Centre-right): This has been an excellent debate. I estimate that 31 Members from all parts of the House have spoken, raising a variety of different subjects. One thing on which we can all agree is that everybody has an interest—a passionate interest—in education. It is an honour for me to close this debate, and I thank Members who have spoken for their insightful contributions It is clear from the speech by the hon. Member for Manchester Central (Lucy Powell) that when it comes to education, the differences between us and the Labour party are stark. While we take the side of parents, pupils and students, the Labour party backs stagnation and decline. The hon. Lady cannot even get her basic facts right: the attainment gap has narrowed at both key stage 2 and key stage 4 since 2011, meaning better prospects and a more prosperous life as an adult for pupils from disadvantaged backgrounds Since 2010, this Government have been relentless in our pursuit of educational excellence at all ages. I note that the hon. Lady did not even mention the Higher Education and Research Bill in her concluding remarks. We have worked to secure the economy, guarantee prosperity and deliver social justice. The Gracious Speech is a continuation of that approach. As many speakers have picked out, we are particularly focusing on opportunity for all.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Stephen Charles Brine (Conservative, Centre-right): On Friday, I visited Oliver’s Battery Primary School in my constituency, which was the last school in my constituency to be neither good nor outstanding. Today, Hampshire County Council has told me that every single school in my constituency is now good or outstanding. That has been achieved through the hard work of the teachers, the parents, the governors and the young people, and that is what education reform is doing in my constituency.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Nicky Morgan (Conservative, Centre-right): My hon. Friend is absolutely right. I am delighted and pleased—perhaps he will pass on my congratulations to the school he mentioned on its recent Ofsted report. We want the opportunities that schoolchildren in his constituency have to be available to all children, right the way across the country. That is why the White Paper talks about "achieving excellence" areas.