argyrotsipi/train-dataset huggingface dataset:
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
Tristram Hunt (Labour, Centre-left): 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.
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
Seema Malhotra-Saluja (Labour, Centre-left): 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.
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
Tristram Hunt (Labour, Centre-left): 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.
Skills and Growth — House of Commons, 2015-06-17
Topic: Labor
Justin Piers Richard Madders (Labour, Centre-left): 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?
Skills and Growth — House of Commons, 2015-06-17
Topic: Labor
Tristram Hunt (Labour, Centre-left): 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.
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
Tristram Hunt (Labour, Centre-left): 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.
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
Tristram Hunt (Labour, Centre-left): 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.
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
Ian Austin (Labour, Centre-left): 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.
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
Tristram Hunt (Labour, Centre-left): 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.
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
William Roffen Esterson (Labour, Centre-left): 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?
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
Tristram Hunt (Labour, Centre-left): 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.
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
Andrew John Gwynne (Labour, Centre-left): 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?
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
Tristram Hunt (Labour, Centre-left): 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.
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
Tristram Hunt (Labour, Centre-left): 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.
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
Andrew John Gwynne (Labour, Centre-left): May I take the right hon. Lady back to the start of the shadow Secretary of State’s opening speech, when he asked for the definition of a coasting school? Does she recognise that coasting schools include not just schools that are underperforming at a low level, but schools at a higher level that are not pushing children as hard as they should be or as far as the children are capable of going?
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
William Roffen Esterson (Labour, Centre-left): When the Conservative party came to power in 2010, work experience was a common feature of the work of secondary schools and that was supported by education business partnerships. The last Government removed work experience and cut the funding for EBPs. I urge the Secretary of State to reconsider the use of EBPs and to work in co-ordination with business to get work experience back into schools, because businesses value work experience and say that it prepares young people for the world of work. Taking forward the skills agenda must be a fundamental part of our efforts to address the productivity gap.
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
Katherine Anne Green (Labour, Centre-left): In that context, I ask the Secretary of State to consider the position of disabled young people. The Government have introduced education, health and care plans, which have been widely welcomed, but there is no obvious link with the employment prospects of those young people. What will she do to ensure that the ambitions that our schools and colleges have for disabled young people relate not only to their education, but to their employment prospects?
Skills and Growth — House of Commons, 2015-06-17
Topic: Labor
Jo Cox (Labour, Centre-left): May I recommend the latest Manpower report to the Secretary of State? It talks about how businesses in Yorkshire are very keen to take on more staff, but are struggling from skills shortages and a worsening crisis—something that has happened on her watch. I recently visited an engineering firm in my constituency, Wakefield Acoustics. It has jobs, but is struggling to take on qualified engineers, particularly younger people. I recommend the report and I would like the Secretary of State to address this issue.
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
Ian Austin (Labour, Centre-left): The Secretary of State and I get on well, and she knows I have a high regard for a lot of what she does, but we have to get away from this sterile debate in which she claims that everything was terrible under the last Labour Government and that everything is brilliant now. The truth is that we did not do nearly well enough and the current Government are not doing nearly well enough either. We face a long-term crisis in the quality of education and skills, so we need to drop this ridiculous habit of dressing up relatively minor differences as huge ideological chasms. We need a royal commission so that we can agree as a country that education and skills are the No. 1 priority and to set cross-party, long-term goals enabling every child to fulfil their potential.
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
Ian Austin (Labour, Centre-left): Like the hon. Gentleman, I am an evangelist for the UTC programme. Does he agree that we need a massive expansion of the programme, so that we have a UTC in every town? They should become part of the fabric of education so as to give more young people the opportunity to learn in a vocational setting. Every child in the country should have that choice, not just the ones in Watford and the other towns that have UTCs at the moment.
Skills and Growth — House of Commons, 2015-06-17
Topic: Macroeconomics
Khalid Mahmood (Labour, Centre-left): It is a pleasure to see you back in the Chair, Mr Deputy Speaker. I congratulate you on your re-election. I also congratulate the hon. Member for East Dunbartonshire (John Nicolson) on his maiden speech. I was interested to hear what he said about his constituency. In terms of policy based on his party’s mandate, I believe that the Government should look at giving Scotland full fiscal responsibility. They should take the ball and run with it. They need to do this properly, and they should take some advice on the matter.
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
Yvonne Helen Fovargue (Labour, Centre-left): I congratulate the hon. Member for Northampton South (David Mackintosh) on his excellent maiden speech. I am sure we are all hoping that he continues to answer his constituents’ queries adequately I also congratulate the hon. Members for East Dunbartonshire (John Nicolson) and for Derby North (Amanda Solloway) and my hon. Friend the Member for Bradford East (Imran Hussain) on their maiden speeches—they all have totally different constituencies and different backgrounds, but I am sure they will all make a major contribution to the House "You are too bright to take an apprenticeship." That was the advice given to a young woman in my constituency by her maths teacher. Fortunately, she ignored that advice and took up an apprenticeship with MBDA, a company specialising in missile and defence systems. I digress a little to praise MBDA for its policy of taking on at least 50% female apprentices, which the company says has changed its culture for the better. My young constituent completed her apprenticeship, and I met her in this place after she had received an award as apprentice of the year. She is going on to complete a degree sponsored by MBDA, and she acts as an ambassador, speaking to schools about apprenticeships. We all feel extremely fortunate that she did not listen to that well-meaning but misguided careers advice from her maths teacher For me, that highlights one of the major problems in our schools: careers advice is a postcode lottery. Many teachers are unaware of the range of business opportunities available in the local area, and indeed why should they be aware? They already have a demanding and time-consuming job teaching our young people. But that means that many of our young people are unaware of the range of pathways available to them. They may know the destination they want to reach, but some of them do not know that there are many different routes.
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
Adrian Edward Bailey (Labour, Centre-left): I am glad my hon. Friend has raised this point. Does she agree that in the past the careers service has been looked upon as a sort of bolt-on to the education service, whereas in fact an effective, well informed, professional careers service is vital for challenging young people not only in their best interests, but in the best interests of the economy as a whole?
Skills and Growth — House of Commons, 2015-06-17
Topic: Education
Alexander Cunningham (Labour, Centre-left): I am interested in the increase in the number of apprenticeships in the hon. Gentleman’s area. Despite the statutory duty on schools to provide a better careers service, the opposite has happened. We are finding that they are not giving people the option of doing very different things or telling them about the availability of apprenticeships. Does he agree that we need to invest more in the careers services in our schools so that people get proper advice and are offered the very different options that are now available?