Skills and Post-16 Education Bill [HL] — House of Lords, 2021-07-06
Topic: Education
Kenneth Baker (Conservative, Centre-right): My Lords, I am delighted to take part in this debate. I will address principally Amendment 81 but also the general points raised by my noble friend Lord Lucas, the noble Lord, Lord Adonis, and the noble Baroness, Lady Garden The Bill basically focuses on education for 16 to 19 year-olds, but it cannot be looked at just as a separate section; it depends on what has happened between 11 and 16. If you have made a mess of 11 to 16, you cannot compensate for it by this Bill. I believe that, since 2010, we have made a mess of 11 to 16 education. This is really what is behind the amendment in the name of the noble Baroness, Lady Whitaker; she is talking about disadvantaged children. The proportion of disadvantaged children today—you are usually considered to be disadvantaged if you do not get level 4 in English and maths—is between 30% and 35%. That is not a small minority—it is over 2 million students who failed, after 14 years of free state education, to acquire a basic literacy and numeracy qualification. It is a huge indictment of the English education system and what has been imposed upon it since 2010 In 2010, Michael Gove imposed his curriculum on schools, without any consultation whatever. His curriculum, known as EBacc or Progress 8, consists of eight academic subjects: two English, one maths, three science, one foreign language and either history or geography. That is a grammar school curriculum; it is an academic curriculum. It excludes any sort of technical training, computer training, design training or cultural studies. Since 2010, there has been no fall in the number of disadvantaged children: the number then was roughly the same as it is now, at 30% to 35%. It was the same in 2015, when the Conservatives took control; there has been no significant improvement. I fear that there is absolutely no doubt that the attainment gap between the brightest and the less bright students will have grown substantially during Covid The victims of this policy are the disadvantaged and the unemployed. No one has mentioned the level of unemployment. Youth unemployment is now at 14.8%, which is very high—three times the national average—but there has been no mention at all of that. Nor has there been mention, so far, of students in the Bill; they have been left out like the mayors mentioned by the noble Lord, Lord Adonis—they are not mentioned at all. I see no measure in the Bill that will prove a significant change in dealing with the skills gaps in our country The other matter that I am concerned about is that the Bill should have been a wonderful opportunity to create a combination of academic and technical education but, in fact, it makes the division even greater. The Bill is saying that if you stay on at school in the sixth form, that is the best way to get to university. When it is passed, the heads of every secondary school will say to their students, "Don’t go down that technical route, you’ll never get to university. Stay with us." So all the rest will go down this technical route, and that is a real divide In Clause 4, the Bill actually says that schools and 16 to 19 academies will not be allowed to teach technical education. It says it in statute. I never thought that I would see that particular definition in an English law—least of all brought back by a Conservative Government, I may say. That is a complete bifurcation: there is an academic route and a less academic route. This is not really what should happen. The schools that I have established over the last 12 years include both academic and technical education and we have magnificent results, but the Bill really does not have that role in it whatever. It is educational apartheid—I do not use that word lightly, but that is what this is; there are two clear routes in future. Where is the parity of esteem, when the secondary head can say to his children, "Stay with me and you will get to university, because I will do those eight academic subjects, and we will get you through your A-levels as well" I am afraid that there is no real advantage in the Bill for the disadvantaged students, and I regret that very much indeed. When we talk about disadvantaged children, just remember that in every child there is a bit of flint. Sometimes you have to dig very deep for it, but that is the purpose of education—to find that bit of flint and create a spark, or, as Shakespeare said: "The fire i’th’ flint Shows not till it be struck." That flint has to be found long before 16; it has to be found at primary level and at secondary level and this is what we are failing to do as a country.