Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Margaret Greenwood (Labour, Centre-left): The Queen’s Speech set out the Government’s intention to publish a life chances strategy, which I understand will be separate from, but run alongside, their new indicators for child poverty, which are being introduced as part of the Welfare Reform and Work Act 2016. What could be more fundamental to improving life chances than improving access to education, skills and training On Friday, I hosted an all-party group event on adult education and its future at the Carr Bridge community centre in Woodchurch in my constituency. The event was part of a piece of research being carried out by the Workers Educational Association and the University of Warwick, and it brought together experts in the field from right across Merseyside, including Wirral Metropolitan College, Wirral Council, Unite the union and staff from Ganneys Meadow nursery school who voluntarily provide GCSE maths classes for parents, because they know the value of the trusted community setting The conversation that afternoon was rich and valuable, and I wish to focus on two areas that were discussed with real passion. The first was the provision of literacy and numeracy classes to people with no qualifications or with low levels of qualification, and the second was the provision of a broad curriculum for all adults with a desire to learn and the need for us to rediscover a vision for lifelong learning in our country We know that there is a real problem with basic literacy and numeracy skills among adults in this country. The latest survey published by the Department for Business, Innovation and Skills in 2011 found that nearly 15% of 16 to 65-year-olds—around 5 million people—are functionally illiterate. That is a really damning indictment of one of the richest countries on earth. A total of 23.7% of participants in the survey—around 8 million people—lacked basic numeracy skills In 2013, an OECD study of 24 developed countries ranked England 11th in literacy and 17th in numeracy for people aged 16 to 65. Those aged between 16 and 24 fared even worse, being ranked 22nd and 21st respectively Last week, when I was walking down a road I saw a couple of children out playing. They were probably aged between three and four years old. All of a sudden, their mother appeared, tearing down the street and swearing at them to get back indoors. As I looked at them, it was clear to me that there was no future for those children. Their mother needs help I know from my own experience as a former adult basic skills tutor the powerful impact that the provision of free, friendly and accessible classes in the community setting can have on the lives of people who struggle to find the confidence to read and to write. I know, too, the powerful self-esteem that can flow when an adult is given the opportunity to learn—after all, we have all experienced that ourselves Seeing the mother and her children reminded me of the scene in "A Christmas Carol" where the Ghost of Christmas Present shows Scrooge two children emerging from under his robe. He describes them as "wretched, abject, frightful, hideous and miserable." Scrooge asks Spirit, "Are they yours?" The Spirit replies: "They are man’s…This boy is Ignorance. This girl is Want. Beware of them both, and all of their degree, but most of all beware this boy…beware ignorance the most." That message is as true today as it was in Dickens’s time. We all know the adage, "Teach the mother and father and you will teach the child." If we are to break cycles of deprivation, we must provide opportunities to learn in accessible community settings free of charge. To pass through this world unable to read and write with confidence is to experience a deprivation that few of us in this House can truly imagine. As one of the richest countries on earth, it is unacceptable that we allow this need to go unmet, yet the figures are telling. The total cut in the adult skills budget between 2010 and 2011 and 2015 and 2016 is around 37% in real terms, which has decimated local services, hence the need for voluntary provision, which I find unacceptable Then there is the matter of how we value those who teach basic literacy and numeracy. I know myself that tutors are very often on insecure and temporary contracts, and yet the work that they do is often as important as that of psychologists, nurses and language therapists. We need to provide a clear career structure and training for these basic skills tutors that properly rewards them and the work that they do Let me now turn to the matter of wider adult education provision, including those classes for which there is no requirement to take an exam or acquire a qualification. Back in the 1970s, we could walk past any number of schools in the evening and see the lights ablaze with classes full of people studying art, maths, Spanish, history, woodwork and yoga—the list was endless. We all recognise the value of having access to a swimming pool to maintain our physical health. Why do we not pay similar attention to public provision to foster creativity and maintain mental health? Why do we not value education for education’s sake and understand that some people want to learn without working to an exam? This is particularly important in an ageing society in which social isolation is a growing and significant public health issue. Education has an important role to play in tackling that. I believe we should foster a positive culture of lifelong learning so that we can all continue to learn, grow and share with others in our communities. To ignore our creativity and our ability to learn is to deny our society its full potential and deny all of us our humanity.