argyrotsipi/train-dataset huggingface dataset:
Status of Workers Bill [HL] — House of Lords, 2021-09-10
Topic: Labor
Patience Wheatcroft (Conservative, Centre-right): My Lords, I welcome the Bill and thank the noble Lord, Lord Hendy, for presenting it in such an effective way. The law can sometimes be an ass and, looking at the distinctions which currently exist in employment law, you can hear it braying. It is time for change. That in 2021 our law still preserves the right of businesses to treat those who labour for them in the way that 19th-century mill owners did is something of which we should all be ashamed. It was in 1819 when the cotton factories Act was passed, and among its provisions was that workers had to be nine years old. We have moved on from there, but nowhere near far enough. At that stage, mill owners argued that any changes to the labour laws would hit productivity and increase prices. What they meant was that they would lower profits. We need businesses to make profits, but not through unfair exploitation of labour. We should have moved on to something much better than that In fact, though, the problems are still huge. The Joseph Rowntree Foundation found in 2017-18 that 4 million workers lived in poverty, and half of the workers living in poverty were in full-time employment. Nobody can sit in this Chamber and feel comfortable with that statistic. The way things still work in far too many businesses is that companies pay their chief executives and other top staff huge salaries, and pay generous dividends to their shareholders, yet many of their workers are having to claim universal credit. How can that make sense? The taxpayer is subsidising the chief executive’s salary and the dividends. I find that very hard to justify We need businesses to compete fairly, and some of them are cheating—there is no other word for it—by taking on people on terms that they will not even understand. How many people really know the difference between being an employee and being a worker? It is a totally bogus distinction. Those companies are out to defraud the country and to defraud their competition, and we must stop them being able to do that. This Bill is a wonderful way to do it The Bill also plays absolutely into the levelling-up agenda. It must be fair to make sure that workers who provide their labour do so on equal terms unless they choose to be fully self-employed. I absolutely respect and applaud the right of some people to be self-employed. If you work from home and are self-employed, why not live somewhere in the sun, as many youngsters are now deciding to do, and be in charge of your life, with the work/life balance that you want? But not many people can afford that sort of luxury. They want the security of full-time employment, albeit with flexible hours. If we believe in compassionate capitalism, that is what we should guarantee. I have heard many speeches this morning that I am sure will have swayed the Minister, but I look forward to hearing how, if he does not support the Bill, he can justify that.
Status of Workers Bill [HL] — House of Lords, 2021-09-10
Topic: Labor
Richard Balfe (Conservative, Centre-right): My Lords, I think that as the last Back-Bench speaker, I am the last of the people to congratulate the noble Lord, Lord Hendy, which I warmly do on this excellent Bill. It is significant that, with just one exception, it has received support from all parts of the House. I add to that support In particular, I draw attention to the fact that the way the Bill is determined and done will stop employees being able to enter into bad situations where their employers do not pay national insurance and, as the noble Lord, Lord Davies, just mentioned, pension contributions. In so doing, they are of course putting a charge straight back on to the state. National insurance and pension contributions, if not paid, will end up being the state’s liability, so it is in the interests of the Government, of whichever party, to close these loopholes. This very well-thought-out Bill does exactly that I have a couple of questions. One is for the Labour Front Bench. Does the Labour Party support this Bill? Will it carry on supporting it? I have lived through a lot of opposition and I am well aware of parties taking the easy opposition position of saying, "Oh yes, we support it", but I would like to have it on the record from the Labour Front Bench that they support the Bill Even more so, I hope that the Government will look at ways they can support the Bill and its aims and help to get it through this House. As we all know, getting a Bill from Second Reading to the end of its passage is an enormously difficult procedure. It does not work very often in this House. We will need a lot of good will and help. I am sure that the noble Lord, Lord Hendy, will be willing, in so far as compromises or amendments are needed that strengthen the Bill and maybe change it slightly, to give them his full support. They will certainly have mine My final point—I have said this many times—is that we have to stop regarding the rights of workers as the sole province of one political party. Workers in trade unions and outside them support all the political parties of this country—the major ones, but also the Greens, Plaid and the like. We have to start looking at labour legislation much more directly, rather than saying, "Oh, it’s from the noble Lord, Lord Hendy; he’s Labour, therefore we oppose it." We have to start saying, "What does this legislation actually do?" From reading the Bill, it benefits workers of all political persuasions, all nations and all parts of this country. We owe it to all those workers to pull together and do the best for all of them.
Skills and Post-16 Education Bill [HL] — House of Lords, 2021-10-21
Topic: Education
Diana Barran (Conservative, Centre-right): My Lords, Amendment 35 is in my name. I am pleased to bring this amendment to the House. The Government believe strongly that young people and adults, at all stages of their career, need to be equipped to make informed choices. They need to know about the range of qualifications and training available to them so that they can progress to their chosen field. I know that it is rightly a matter of great concern for this House that all young people are introduced to the benefits of technical education and apprenticeships, so that they can make informed decisions about the next step in their education or training In particular, I thank my noble friend Lord Baker for his tireless commitment and vision in focusing on this important issue and for his amendment to the Technical and Further Education Act 2017, which led to the commencement of the Baker clause. This means that schools have a statutory duty to provide opportunities for pupils to meet technical education or apprenticeship providers and learn about technical education options As part of the original Baker clause, the Government set out clear requirements and expectations in statutory guidance, and offered support through the Careers & Enterprise Company. Despite some examples of excellent practice, the Government are still seeing too many schools failing to comply with the duty. They have seen providers blocked from going into schools or schools limiting provider encounters to selected groups of pupils. In March 2021, the UCAS report Where Next? showed that almost one in three young people said that they did not receive any information about apprenticeships from their school.
Skills and Post-16 Education Bill [HL] — House of Lords, 2021-10-21
Topic: Education
Ralph Matthew Palmer (Conservative, Centre-right): My Lords, we had a fair old ding- dong last time we met on this Bill, with the Government proposing that we should destroy an entire suite of examinations in order to improve access to T-levels. Yet here they are refusing to make minor changes to the sight that children are given of T-levels—which have many other benefits—as an option I do not see how the Government are being consistent on this. If they want T-levels to be fully appreciated as an option by young people, they need them to be put in front of those young people, clearly and frequently. That is what my noble friend Lord Baker’s amendment would do, and the Government’s amendment would not. I am thoroughly with those noble Lords who have spoken in saying that my noble friend’s amendment is a better way forward than the Government are yet proposing I also encourage the Government to look at a couple of old chestnuts to do with performance tables. If you want head teachers to say to children that they will be better off in an FE college and encourage them to go to it, you ought to give them credit for the results that they achieve there. It ought to be something that appears in the performance tables, credited to the school that has made that decision; otherwise, the incentive is just to hang on to pupils for the money. If schools are risking a blip in the performance tables because the A-level results will be bad and it would have been much better if they had gone to a technical college, there will be a real incentive for schools to encourage children to take that option The other aspect is to provide much better data on where children end up after school. At the moment, the information provided on what happens to those who do not go to university is very thin, uninspiring and not the sort of thing that encourages a parent to say, "Oh, that looks interesting; why don’t we look at that?" The provision of data and information is really important in helping parents to help their children make decisions, and the Government are falling a long way short on that. They have the information; it is just a question of deciding that they will publish it or make it available to others who will publish it. I really encourage them to go down that road My noble friend the Minister said that she hoped children would be making fully informed choices. I totally agree with her. If we can bring universities up to that standard, I should be delighted as well.
Skills and Post-16 Education Bill [HL] — House of Lords, 2021-10-21
Topic: Education
Lucy Neville-Rolfe (Conservative, Centre-right): My Lords, I share the sentiments of my noble friend Lord Baker about the way that my noble friend the Minister has taken a grip of this Bill, and I thank her for that. I have to say, therefore, that it is with some trepidation, and with the benefit of my business and bureaucratic experience, that I rise to throw a bit of cold water on the detail of both amendments As noble Lords will know from earlier discussions, I am very keen to see vocational careers education, training and, above all, apprenticeships advocated in schools—and, in fact, by employers themselves. We clearly have a problem. However, I worry about the bureaucracy that will be created by this provision; it is a concern with either version. To comply with the provisions, a lot of detailed work would have to be done by teachers, who work so hard; by providers—including UTCs, which I agree should be involved—of post-16 education; and by employers, if they join providers in schools, which is something that I think can often work well. They will have to do a lot of form-filling and more recording, health and safety-style. Then, as has been said, there will be extra guidance, but we do not know exactly what will be in that; it could make it easier or it could make it worse I worry that this will deter exactly the people and institutions that you want to get into schools to encourage youngsters to think about their futures and choose the right educational option. Too many people, in my view, now go to university and not enough go into good vocational routes. I have experience in Germany and Switzerland and elsewhere. To pick up on something that the noble Lord, Lord Adonis, said, in those countries, they often move at 14 or 16, which can be extremely helpful with the vocational route My worry is that the beneficiary of these micro-rules will be, yet again, the consultants who will have to help with process and compliance. I am obviously very sympathetic to the objective of these amendments, but I would like some reassurance from the Minister on how we make this system simple and efficient and how we enforce it sensibly—before we go through the Lobbies. As the noble Lord, Lord Aberdare, was saying, there are costs and resource requirements in doing all these things in schools, and they have to come from somewhere else. So if we are going to make a change of this kind, we need to understand how it will be done and how it will be enforced, and that it will be done in a sensible and effective way, not adding needlessly to the weight of burden on our teachers.
Skills and Post-16 Education Bill [HL] — House of Lords, 2021-10-21
Topic: Education
Lucy Neville-Rolfe (Conservative, Centre-right): Before the Minister sits down, could she say a little bit about the enforcement of these provisions? My understanding of her reply to the noble Lord, Lord Storey, is that Ofsted will keep an eye on this. Is that all that happens? If you do not keep detailed records in the educational space, what happens to you? Perhaps this is not an issue as it is not the norm to keep them. I am mystified as to how this would work in practice.
Skills and Post-16 Education Bill [HL] — House of Lords, 2021-10-21
Topic: Education
Diana Barran (Conservative, Centre-right): I thank my noble friend for her incredibly kind comments earlier about how quickly I have picked up this brief. I cannot confidently respond further than I did in my response to the noble Lord, Lord Storey. Schools take Ofsted inspections extremely seriously, so I hope the fact that the inspection framework and handbook have changed to accommodate this will give my noble friend some reassurance. I will also write to her and put a copy of the letter in the Library.
Skills and Post-16 Education Bill [HL] — House of Lords, 2021-10-21
Topic: Education
Diana Barran (Conservative, Centre-right): I think trying to do mental arithmetic at the Dispatch Box is risky, but, as I read it, it is three times three because of the first, second and third key phases. Maybe we both need to go to numeracy boot camp, but I think three threes are nine —or at least they were when I was at school, which admittedly was a very long time ago. I believe the correct figure is nine, because the amendment specifies the first, second and third phase of education and three encounters in each phase I therefore hope that my noble friend will feel able to withdraw his amendment.
Skills and Post-16 Education Bill [HL] — House of Lords, 2021-10-21
Topic: Education
Kenneth Baker (Conservative, Centre-right): I am glad we have got that little bit right. I first thank all the Peers who have spoken, including some Conservatives, in support of my amendment As regards the number of days, I make it absolutely clear that there should be three meetings. These meetings will not last for the full day; they will last for two or three hours at the very most, with maybe two providers coming in. There would be meetings at ages 13 to 14, 14 to 16 and 16 to 18. That is not what the government amendment says—it says that they will have "at least one". The legal advice I have is from Mr Stephen Ravenscroft, who is well known to the department because he is the leading figure on educational law, but I managed to get at him first before the department. He has given me a very clear legal position on this: the point about "at least one" is that if a provider gets in first, the others do not have a right to be heard. The school can say, "We have had at least one meeting", so I think my amendment is actually stronger than the Government’s I seek to test the opinion of the House.
Skills and Post-16 Education Bill [HL] — House of Lords, 2021-10-21
Topic: Education
Diana Barran (Conservative, Centre-right): Before the noble Lord sits down, I am genuinely concerned that we have a fundamental understanding of the number of encounters that the two amendments seek to deliver. The government amendment says that "the proprietor must give access to registered pupils on at least one occasion during each of"— that is, every time; those are my words, not the amendment’s— "the first, second and third key phase of their education." So there would be three mandatory encounters. The following part of our amendment says that, during each of these phases, "The proprietor of a school … must … ensure that each registered pupil meets … at least one provider", so, with the greatest respect to my noble friend, a single provider is not sufficient. That is what our amendment says, so I would just like to make that point clear.
Skills and Post-16 Education Bill [HL] — House of Lords, 2021-10-21
Topic: Education
Caroline Chisholm (Conservative, Centre-right): My Lords, I did mean to mention that, so I apologise. There will be details on continuous professional development in the skills White Paper, which is committed to supporting improvements for FE teachers. This will include funding schemes to support educational technology and staff using digital forms of educational delivery, such as the ed-tech demonstrator programme; supporting new and inexperienced teachers by embedding early career support in government-funded programmes such as Taking Teaching Further and enabling access to high-quality mentoring; and running the FE professional development grants pilot, which is supporting collaborative, sector-led professional development approaches in the three key areas of workforce capability to use technology in education, subject-specific professional development, and supporting new and inexperienced teachers.
Skills and Post-16 Education Bill [HL] — House of Lords, 2021-10-21
Topic: Labor
Caroline Chisholm (Conservative, Centre-right): My Lords, I thank the right reverend Prelate, the noble Lords, Lord Storey and Lord Aberdare, and the noble Baronesses, Lady Bennett of Manor Castle and Lady Sherlock, for taking part Amendments 45 and 63 from the right reverend Prelate the Bishop of Durham and the noble Lord, Lord Storey, broadly seek to enable individuals studying at level 3 and below to claim universal credit—an issue debated at some length in Committee. It is of course vital that students feel supported and have the confidence to come forward to upskill. Where we differ is in how that support is financed As the noble Baroness, Lady Sherlock, talked about, there should be a joined-up approach between the Department for Education and the DWP. Important work is already under way on this subject, as she mentioned. Officials at the Department for Education and the Department for Work and Pensions are working closely together to help address and mitigate the barriers to unemployed adults taking advantage of our skills offer There is a new DWP train and progress initiative aimed at increasing access to training opportunities for claimants. As part of this, in April 2021 a temporary six-month extension to the flexibility offered by universal credit conditionality was announced. As a result of this change, adults who claim universal credit and are part of the intensive work search programme can now undertake work-related full-time training for up to 12 weeks, or up to 16 weeks as part of a skills boot camp in England. This builds on the eight weeks for which claimants were already able to train full-time. I am pleased to inform your Lordships that this flexibility has now been extended to run through to the end of April 2022. These measures are truly helping to ensure that UC claimants are supported to access training and skills that will improve their ability to gain good, stable and well-paid jobs.
Skills and Post-16 Education Bill [HL] — House of Lords, 2021-10-21
Topic: Education
Ralph Matthew Palmer (Conservative, Centre-right): My Lords, the origins of this, for me, lie 10 years ago, when one of my work colleagues was rung by a friend of her son to say, "I think you need to come down to Cardiff." That was the first she knew about her son being suicidal. Fortunately, it all ended well, but there are many other such stories that have ended badly The universal point in this is that the universities really have not looked after their students well enough. We get platitudes from them, every now and again, about what they will do, but they do not even follow the basic medical procedures of who to contact if they are really worried about someone. Nor do they, in their substance, take care of students in the way that we as parents might hope I tried, a few years ago, to see if universities would switch a bit in the American direction and pay close attention to what teachers said about students in their applications. The answer came back: "No, we cannot do that; we never get to know our students well enough in the three years they are with us to judge whether what a teacher said was right, so there is no way that we can build up a system of reputation and ability to judge teachers’ comments in the way that American universities do." This is changing, and it is changing because of the Office for Students The Office for Students has produced an extremely good paper on what it expects universities to do on mental health. It is getting a real grip on access, saying that it is not only about how many disadvantaged people you let in but how you look after them while they are there. The fact that so many of them are dropping out is down to the universities. Universities must not blame what came before or do as the Government did last week and try to blame the examinations that students took before: these are your students; you have admitted them, so you look after them—we expect you to make a success of them. That is an enormously important change, and I really want the Office for Students to be in a position where it can enforce the ambitions that I just set out and make sure that universities come up to the mark. Reading the underlying legislation, I was not at all sure that that was the case, which is why I put down these amendments. I am assured, in correspondence with my noble friend the Minister, that this is the case and the OfS has the powers it needs. I very much hope that that is what I will hear from the lips of my noble friend, when she comes to reply on this amendment.
Skills and Post-16 Education Bill [HL] — House of Lords, 2021-10-21
Topic: Education
Ralph Matthew Palmer (Conservative, Centre-right): My Lords, I am very grateful for my noble friend’s answer, which included just the words that I was after—that the Government are sure that the Office for Students has the powers that it needs to make progress in this area. I am very happy to leave it at that, given the record of the Office for Students to date I share with the noble Baroness, Lady Sherlock, the determination that disadvantaged students should not be disadvantaged further by the systems that we put in place. I think that is entirely possible. I hope that we will see from the OfS a system of better admissions, so that universities put some real effort into understanding how best to detect and attract those disadvantaged students who will do well at university; that this is a collaborative effort, a proper national research effort to solve this national problem; and that they will similarly collaborate on how best to look after those students once they reach university. They should expect them to need additional support because, after all, they are disadvantaged. In both those areas, I feel that the Office for Students is determined to see progress. I am confident that with that determination over the next few years we will see it I also hope to see some real diversity of thought as well as intake in our universities. I will know that we have achieved it when an Oxford college asks the noble Lord, Lord Adonis, to be its next master.