Technical and Further Education Bill — House of Commons, 2016-11-14
Topic: Education
Gordon Marsden (Labour, Centre-left): I thank everyone who has spoken today. We have had a thoughtful, productive and constructive debate. Among Government Members, I particularly welcome the comments of the hon. Members for North Swindon (Justin Tomlinson), for Macclesfield (David Rutley) and for Dover (Charlie Elphicke). The hon. Member for North Swindon is not in his place—[Interruption.] Oh, I am sorry; he is. I particularly want to congratulate him and my constituency neighbour, the hon. Member for Blackpool North and Cleveleys (Paul Maynard), on the work that they did on the review of access to apprenticeships for those with learning disabilities, which was really important We have had some excellent speeches from Opposition Members. My hon. Friend the Member for Stoke-on-Trent Central (Tristram Hunt) quoted the famous American academic Robert Putnam on the decline of technical education and made a powerful argument for UTCs. My hon. Friend the Member for Manchester Central (Lucy Powell) talked about the importance of adult learning and the need to worry about the binary split, and I will say a couple of things about that. My hon. Friend the Member for Bristol South (Karin Smyth) pressed hard the need for upskilling, on the basis of the number of people in FE and schools in her constituency. My hon. Friend the Member for Scunthorpe (Nic Dakin), a most excellent former college head, spoke doughtily for his sector. He talked about the "cavalry coming over the hill", but I think that the area-based reviews are not so much the cavalry coming over the hill as the "Charge of the Light Brigade" My hon. Friend the Member for Hove (Peter Kyle) drew on his considerable business and FE experience and talked about the rigidity of the levy. The Minister and his colleagues would do well to take on board the points he made. My hon. Friend the Member for Luton North (Kelvin Hopkins) brought his own wealth of experience to discuss the pitfalls of reorganisation, and he reminded us all of how these processes come and go and sometimes reincorporate themselves The Bill is timely, even if the methodology of its appearance is curious. If we wonder why it is necessary and why the Government should introduce it in a mood of humility, we need only survey the state of play in the twin areas of its operation. I bring to the House’s attention a document published today by Alison Wolf called "Remaking Tertiary Education", which was supported by the Education Policy Institute. That research finds that technical education at levels 4 and 5 is on the verge of total collapse in terms of numbers. In 2014-15, only 4,900 learners achieved level 4 awards. In England, technical post-secondary awards now account for less than 2% of the qualifications taken and well under 1% of all qualifications funded in the skills system. Where level 4 and 5 qualifications are being delivered, they are not in subjects that meet the needs of the UK economy or labour market. Those are things that we should all think very hard about, and I look forward to Professor Wolf’s further observations when she comes before the Bill Committee as a witness We have heard about the decline in the financial health of the sector, and current forecasts suggest that the number of colleges under strain is set to rise rapidly. As my hon. Friend the Member for Ashton-under-Lyne (Angela Rayner) said in her excellent speech, it is no wonder, given the alarm bells about their continued viability that the Skills Funding Agency and the National Audit Office have been ringing. It is not just FE colleges that are feeling the strain. In September 2016, a Sixth Form Colleges Association survey showed that two thirds of colleges had dropped courses as a result of funding pressures, a third did not believe that next year’s funding would be sufficient and 31% thought that the college would cease to be financially viable in the next three years That is the context in which the Government decided to introduce a stand-alone Technical and Further Education Bill. We all know why they have done so: because the academies Bill into which they wanted to drop these measures as a feel-good sweetener has itself been dropped. The entire process has been mired in dither, uncertainty and an overall lack of connection. There was no attempt to put these measures into the Higher Education and Research Bill, where they would naturally have fitted. Rightly, the HE White Paper banged on strongly about the importance of technical and higher education skills. However, we have to look at the Bill before us As we have said, there is no role in the Bill for apprentices or learners to be on the board or to be involved with setting standards. We are right to draw parallels with the way in which, in the recent Higher Education and Research Bill, the Government resisted putting stakeholders—in that case, students; in this case, apprentices—into a new institution that is crucial for their success.