argyrotsipi/train-dataset huggingface dataset:
Mental Health and NHS Performance — House of Commons, 2017-01-09
Topic: Social Welfare
Jeremy Richard Streynsham Hunt (Conservative, Centre-right): I agree with the hon. Lady that there are serious funding pressures in social care. We need a long-term solution to this, and we are doing important work on that. The precept is part of the solution. The local government settlement has been adjusted to take account of the different spending powers, or revenue-raising powers, of wealthier counties and wealthier local authority areas compared with other areas. We have to take into account the equality issue, and she is absolutely right to do that. However, if she is saying, "Have we solved the whole problem?", the answer is no—there is more work to do.
Mental Health and NHS Performance — House of Commons, 2017-01-09
Topic: Social Welfare
Jeremy Richard Streynsham Hunt (Conservative, Centre-right): I actually agree with the hon. Lady’s broad point about the importance of the social care system and its interconnectedness with the NHS. As she well knows—her party’s manifesto reflected this as well—in 2010 we faced a very challenging economic situation, and both parties recognised the need for cuts in public spending. What changed in 2015, however, at least in the Conservative party’s manifesto, was the recognition that we needed to increase funding for the social care system, and with the changes announced by the Secretary of State for Communities and Local Government in December, all local authorities can now increase funding for social care in real terms. I hope that we can start to turn things around.
Mental Health and NHS Performance — House of Commons, 2017-01-09
Topic: Education
Neil Carmichael (Conservative, Centre-right): With the recent Education Committee report on children in care in mind, I welcome the Prime Minister’s refocus on mental health and the Secretary of State’s continued support for action. What practical steps does he have in mind, given our finding that local integration, effective relationships and the teaching of personal, social and health and economic education all help to produce good outcomes?
Mental Health and NHS Performance — House of Commons, 2017-01-09
Topic: Education
Jeremy Richard Streynsham Hunt (Conservative, Centre-right): The hon. Lady raises a very important issue. Like her, I have had constituents who found it difficult to access educational psychologists and they have not been able to get approval for the plan that they need. We will consider these issues in the build-up to the Green Paper, and I encourage the hon. Lady to participate in that process.
Mental Health and NHS Performance — House of Commons, 2017-01-09
Topic: Social Welfare
Jeremy Richard Streynsham Hunt (Conservative, Centre-right): I accept that more funding needs to go into social care, and that is why we are putting an extra £3.5 billion per annum into social care by the end of the Parliament. Despite the very real pressures in social care, however, there are many local authority areas and hospitals that have no delayed discharges at all. Half of all delayed discharges are in just 20 local authorities. As we wait for that funding to come on stream—it is not all coming on stream at the start of the Parliament—there is lots that can be done.
Points of Order — House of Commons, 2017-01-09
Topic: International Affairs
Hugo Swire (Conservative, Centre-right): On a point of order, Mr Speaker. Many will be alarmed by the recent reports of attempts by a foreign Government to "take down" Members of this House, including a senior Minister. Given the very serious implications of this matter, what measures will you take to investigate it, not least because one party to the discussions, according to the press coverage, was, or is, at least partially a paid employee of this House?
Technical and Further Education Bill — House of Commons, 2017-01-09
Topic: Education
David Henry Rutley (Conservative, Centre-right): I know the hon. Gentleman feels passionately about the subject, but does he not also agree with the fact that the Government have an overarching approach to careers advice, notwithstanding the Careers & Enterprise Company? It could be difficult to put arrangements that only apply to technical education into this Bill when there is a much broader issue at stake that the Government are tackling at a strategic level.
Technical and Further Education Bill — House of Commons, 2017-01-09
Topic: Education
Robert Henry Halfon (Conservative, Centre-right): I think this is the first time that a lapel microphone has been used in this way—I appreciate that. I wish the House, and the many apprentices who worked over Christmas and the new year, a very happy new year. I thank you, Madam Deputy Speaker, for chairing the debate. I am grateful to the hon. Member for Blackpool South (Gordon Marsden) for his amendments—as ever, very thoughtful I will start by discussing new clause 1, but I just want to make the point that the hon. Gentleman talked about the completion of apprenticeships. Some 70% of apprentices complete and 90% get either employment or further training. We have nearly 900,000 apprentices, an all-time high and a record in our nation’s history, so we are making good progress. He talked about NEETs. He will know that between 2014 and 2015 the proportion of 16 to 18-year-olds in education or work-based learning increased to 90%, which is the highest on record. The percentage of NEETs fell to 6.5%, the lowest rate since records began. He talked about the Institute for Apprenticeships and Technical Education appointments and went on, yet again, about Christmas. I have to say that IFATE is not just for Christmas, it is for life and we want to get it right. We want to ensure that the appointments we make are the right ones and are not made in haste. He sometimes says that we are doing things too quickly and at other times he says that we are doing things too slowly On new clause 1, as I explained in Committee, the institute will be required to report on its activities annually under schedule 4 to the Enterprise Act 2016, and the report must be placed before Parliament. That provision will also allow the Secretary of State to ask the institute to report on anything else she thinks appropriate, such as the information requested in the amendment. We think it would be an unnecessary and significant duplication of effort, as the information is already collected and published by the Secretary of State on the performance of the FE sector, which includes apprentices—I gave the hon. Gentleman some of the figures only a moment ago Much of that information goes far beyond the role of the institute. The institute’s core role from April 2017 is to oversee and quality assure the development of standards and assessment plans for use in delivering apprenticeships. Under the reforms in the Bill, college-based technical education cannot be held wholly responsible for, for example, job outcomes and wage rates of apprentices once they complete their apprenticeships. It is essential that the institute is aware of the impact it is making. We would expect it to make good use of the data on the outcomes made available to it through these public data sources and surveys, and to explain in its annual report how it has deployed them.
Technical and Further Education Bill — House of Commons, 2017-01-09
Topic: Education
Robert Henry Halfon (Conservative, Centre-right): I thank the hon. Gentleman for his kind comments. It is published. I think, if I am not mistaken, employer satisfaction is near 90%; it might be 88% or 85% or something like that. I am very happy to provide him with the information if he so requires I agree with the hon. Member for Blackpool South that the institute needs to consider the views of those who take an apprenticeship or a course in technical education. I am confident that it will do that. He will know—he pointed it out—that last week we published draft strategic guidance for the institute. In this document, which is now open for consultation, we set out that we expect the institute to establish an apprentice panel that will report directly to the board. I am pleased to say to the hon. Gentleman that it will be ready by April 2017, but the wider point is that we should not rush things. We need to get it right. The apprentice panel will be made up of apprentices from different occupations and experience. The panel will decide for itself which issues to focus on, and will challenge and make recommendations to the board. I am sure it will be a success. It will ensure that the views of apprentices are fed directly into the institute’s governance. It might not be exactly the right model in practice. I want to see how it works. I believe that the institute, particularly in its infancy, should have the flexibility and the freedom to decide the best way of gathering the views of an apprenticeship on an ongoing basis. Whatever model it adopts, I would expect the institute to do something similar for technical education students when it takes on this responsibility, but I want to see how the apprentice panel pans out.
Technical and Further Education Bill — House of Commons, 2017-01-09
Topic: Education
Miriam Jane Alice Davies (Conservative, Centre-right): Will the Minister confirm that bringing together oversight of apprenticeships and technical education in one place will bring coherence into the system, which will ensure and protect diversity and equal opportunity because there will be clearer guidance on all opportunities for career progression?
Technical and Further Education Bill — House of Commons, 2017-01-09
Topic: Education
Robert Henry Halfon (Conservative, Centre-right): My hon. Friend, who campaigns a lot on diversity and equality, is absolutely right. The proposal will benefit the people who need it most. Many people from disadvantaged backgrounds and with disabilities are prominent in further and technical education. Amendment 5 addresses the Apprenticeship Delivery Board. The hon. Member for Blackpool South was a little unkind about the board. The board’s representatives include the chief executive of Channel 4, the Compass Group, the City of London, Barclays bank, Sunmart Ltd, Fujitsu, Wates construction, the Ministry of Defence and a significant retail sector member. As he said, there are three women on the board. They are doing important work. They advise the Government and work with businesses to encourage them to have apprentices. As far as I am aware, those people are not being paid. They do not have to do it; they do it because they want to serve our country. They have helped the Apprentice Ambassador Network. The chair, David Meller, is doing important work on that and running the board. I pay tribute to the board. I mean this kindly, but I would not be obsessed with whether or not the Prime Minister has an apprenticeship adviser. As far as I am concerned, the Prime Minister’s advisers are the Minister for Apprenticeships and Skills, which is me, and my boss the Secretary of State. A new adviser for the Prime Minister will not change the course of history for apprentices in our country.
Technical and Further Education Bill — House of Commons, 2017-01-09
Topic: Education
Robert Henry Halfon (Conservative, Centre-right): The hon. Gentleman will be pleased to know that I am still a trade unionist. That is a good idea. The board is independent, but I will suggest it. I am very impressed and supportive of the work that Unionlearn does, which is why we have agreed to fund it by £12 million. It works to promote training and apprenticeships The institute will consult the Apprenticeship Delivery Board and other bodies but, as I have said, we do not need to straitjacket the institute with so much red tape that we stop it from being independent. The delivery board is not intended to have any special legislative standing or corporate identity. It would be unusual to name it in legislation, but the institute will consult the board along with others Amendment 6 would require the institute’s expenditure in any one year to exceed that raised by the levy. It is important to clarify that the institute will not have responsibility for the apprenticeship budget, which resides with the Secretary of State for Education. Although the institute is not a funding body, it will be asked to advise on the pricing of apprenticeship standards and allocation to funding bands. The institute’s operations will be funded by my Department and not from the levy funds. It follows that the institute should not be obliged to spend funds raised under the levy On devolution, which the hon. Member for Blackpool South mentioned, it will be up to the devolved authorities how they spend the money. If we were to tie the spending explicitly to the levy receipts, there could be adverse funding consequences for the programme as a whole. The budget for spending on apprenticeships in 2019-20 for England and the devolved Administrations totals in excess of £2.9 billion, whereas the projected levy income is £2.8 billion. Having certainty over the funding for apprenticeship training is preferable to linking the funding on a year-by-year basis directly to the wider performance of the economy.
Technical and Further Education Bill — House of Commons, 2017-01-09
Topic: Education
Miriam Jane Alice Davies (Conservative, Centre-right): Eastleigh College, which is the third-largest college providing apprenticeships in England and trains over 9,000 apprentices, is particularly interested in how the funding formula for the institute will work and how that will support its work with communities, so the Minister’s clarity today around the levy, the funding criteria and how it will be delivered is very welcome.
Technical and Further Education Bill — House of Commons, 2017-01-09
Topic: Education
Robert Henry Halfon (Conservative, Centre-right): I thank my hon. Friend. It is brilliant that her college is providing such training, and I would be pleased to come and see its training programme when I am next in the area. That it is doing this means that it will also be receiving significant funds. I congratulate the college on the work it is doing on apprenticeships Amendment 7 would limit the power to confer new functions on the institute to "state funded" apprenticeships and technical education. All the institute’s current functions in part 4 of, and schedule 4 to, the Enterprise Act 2016 and in schedule 1 to the Bill apply to all reformed apprenticeships and technical education qualifications, not just those that are state funded. We would therefore expect that any new functions the institute is required to carry out should also apply in the same way, to ensure that they are fully effective and do not treat some apprenticeships and technical education courses differently in accordance with how they are paid for. We want to ensure that as many people as possible can undertake an apprenticeship or technical education course, and we would not want this to be restricted to those that are state funded purely because the institute’s functions have been limited On amendment 8, it is important that the institute considers what apprenticeships might be appropriate for 16 to 24-year-olds. We know that apprenticeships are incredibly important to school leavers and are making sure that anyone from the age of 16 will have an offering of either an academic or technical education or an apprenticeship. The occupational maps that the institute will put together and which will guide apprenticeships and technical education qualifications will be based on information about the skills needs of the country. They will focus on occupations that can help to increase the UK’s productivity and meet the needs of employers. Putting any constraint around the development of the maps and the occupations included, such as by focusing on a particular group of the population, could damage this overall aim My Department runs a number of highly successfully promotional and advice services to help to ensure that young people access the right apprenticeship for them. A significant number of 16 to 18-year-olds take up STEM subjects.
Technical and Further Education Bill — House of Commons, 2017-01-09
Topic: Education
Robert Henry Halfon (Conservative, Centre-right): The hon. Gentleman is completely right. When I talk about my priorities for skills and education, one of the first things I mention is transforming the prestige and the culture. As he says, this is regardless of what party is in government, and it is not just about Governments either; businesses have also underinvested. Vocational training has always been seen as a so-called—I hate the term—Cinderella sector. The whole purpose of the Sainsbury reforms and the levy is to change behaviours and give apprenticeships and skills and technical education the prestige they deserve.
Technical and Further Education Bill — House of Commons, 2017-01-09
Topic: Education
Robert Henry Halfon (Conservative, Centre-right): Qualifications may be mandatory in an apprenticeship standard if that is a mandatory requirement set by the regulator. They include qualifications that are recognised as a legal requirement—that is, licence to practise—that are required for professional registration, or that are used in a hard sift when apprentices are applying for jobs in the occupation related to the standard and would be disadvantaged in the job market without them.
Technical and Further Education Bill — House of Commons, 2017-01-09
Topic: Social Welfare
Andrew Bingham (Conservative, Centre-right): I commend my hon. Friend for the work that he did as Minister for disabled people. Does he agree that we also need to help employers? Does not dealing with people with learning difficulties or mental health issues, about which the Prime Minister has talked today, require a great deal of support for the employer as well as the apprentice?
Technical and Further Education Bill — House of Commons, 2017-01-09
Topic: Education
Justin Paul Tomlinson (Conservative, Centre-right): Absolutely. That is at the heart of the points that I am going to make. People need time to develop the necessary skills, and employers need to be able to provide suitable opportunities for individuals with learning disabilities. All Governments, in all generations, have tried their best to give opportunities to people with learning disabilities. The proportion has stayed rigidly at about 6%, which is the worst percentage involved in any disability and therefore presents us with the largest challenge When I was Minister for disabled people, I visited Foxes working hotel in Bridgwater. I was incredibly impressed by the fact that it had managed to get 80% of its young students into work. Its three-year course involved two years in a working hotel, where the students learned how to acquire independent living skills and how to work towards obtaining jobs once they had finished. They were acquiring skills that were needed for their local towns, involving restaurants, hotels and care homes. We all have our own skills gaps in our constituencies, so the skills would be adapted accordingly The students spent their final year continuing their learning directly in the workplace. My hon. Friend the Member for High Peak (Andrew Bingham) mentioned employers. That final year gave employers an opportunity to receive support. Foxes academy provided training and advice for employers, and for the staff with whom they would be working. Young lads and ladies were able to learn their skills patiently over the year, which seemed to me to constitute an apprenticeship: they were learning skills on the job I invited the team to my Department. I said, "This is amazing: why can we not increase numbers?" I was told, "We could increase numbers, but that final year is so expensive, because we have to support the employer, that we have to cap them." I think that if we could rebadge the system as an apprenticeship, we could access the funding that is being created through the apprenticeship levy, and bring about a huge number of additional opportunities. I met the then Minister for Skills, my hon. Friend the Member for Grantham and Stamford (Nick Boles), who agreed with me, and we set up the Maynard review. I am delighted that the Government have accepted every one of its recommendations, and I pay tribute to both Mencap and Scope for the huge amount of proactive work that they did, as part of the review, in helping to shape real, tangible opportunities Having spoken personally to the Minister, I know of his passionate desire to see all that through. We touched on the issue in the Bill Committee, but let me urge him now to crack on with those pilots. Every young adult will seize the opportunities which—as I know, having met hundreds of young people with learning disabilities—they are desperate to be offered. I ask the Minister to continue to make this a priority, and, in his summing-up, to explain where we are, what is the timetable, and what more we can all do to raise the issue with local employers.
Technical and Further Education Bill — House of Commons, 2017-01-09
Topic: Labor
Robert Henry Halfon (Conservative, Centre-right): I thank the hon. Gentleman for, yet again, making a thoughtful speech. I do not have the figures to hand, but the evidence suggests that apprentices in companies are more loyal to that company than those on any other training scheme or in work experience or doing early-career jobs, and that they tend to stay with the companies they do their apprenticeships in.
Technical and Further Education Bill — House of Commons, 2017-01-09
Topic: Education
Robert Henry Halfon (Conservative, Centre-right): I beg to move, That the Bill be now read the Third time I want to give my special thanks to all the individuals who have shared their time and knowledge during the Bill’s passage through the House, to the officials who have worked so hard to bring it before Parliament and to those providing written and oral evidence. I would like to thank members of the Committee for their diligent approach and careful consideration of the practical implications of the Bill, and Members who have already spoken today I am clear about the priorities that we want to see in apprenticeships, further education and skills, creating a ladder of opportunity for all. These include a transformation of prestige and culture; widespread, high-quality provision; a system that addresses our skills needs; social justice; and job security and prosperity. The Bill seeks to build those priorities into our system, bringing to life the fundamental reforms needed to ensure that we have a skills and education system that rivals the best in the world For too long, technical education has been overly complex, overlooked and undervalued. Putting employers at the heart of these changes, as demonstrated through the current apprenticeship reforms and as recommended by Lord Sainsbury’s independent report, we can provide a clear route to employment for our young people. The changes in the Bill will support the achievements of those young people from difficult backgrounds, such as those with special educational needs or disability. In response to what my hon. Friend the Member for North Swindon (Justin Tomlinson) said earlier, we are doing a lot to implement the Maynard reforms, we are spending £2 million to help apprentices with mental health difficulties, and we announced over Christmas that apprentices with severe hearing problems will be able to do sign language instead of English as a functional skill We expect individuals with SEND to be over-represented on technical education routes: 23% of those who access technical education routes will have some form of special educational need compared with 7% of those taking level 3 academic qualifications, and 20% of those in the cohort as a whole The measures in the Bill will drive up the productivity of our country, turning us into an apprenticeship nation and providing the skills we need for our country to thrive. That is why the CBI has said: "Businesses have long called for a vocational route…so today’s proposals are a real step forward."