argyrotsipi/train-dataset huggingface dataset:
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Peter John Kyle (Labour, Centre-left): Further to the point made by the hon. Member for Cannock Chase (Amanda Milling), many people have given evidence to the Business, Innovation and Skills Committee inquiry into the teaching excellence framework. Many of the university vice-chancellors who gave evidence were very clear that they wanted to work with the Government to make sure that they can prove and improve their institutions’ teaching excellence, but they need more time to make sure that the metrics that are chosen are the correct ones. Does my hon. Friend agree that that would be a more sensible way forward for the Government?
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Angela Eagle (Labour, Centre-left): I do. The Select Committee report outlines the sector’s worry that the reforms are being rushed in keeping with a timetable that does not actually reflect best practice. A lot of vice-chancellors and others in the sector are extremely worried about the implications of that.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Government Operations
Angela Eagle (Labour, Centre-left): I am saying not that it cannot be included, but that the proxies the Government have chosen have given cause for concern, and I have tried to explain why. We have to think about how this works through, and I will be interested in what the Minister has to say about that.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Angela Eagle (Labour, Centre-left): Well, let me finish this point first If the Minister is not careful, he could end up with a range of results he does not want. There could be paradoxical disincentives for excellence. People who always find it difficult subsequently to get a job in the labour market may become less attractive as students to certain institutions because of the way these measurements are used. That would be a really backward step for the opportunities and life chances of large numbers of people who are already suffering disadvantage in our society. The hon. Gentleman should at least recognise that that is a possibility with some of these measurements.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Angela Eagle (Labour, Centre-left): As I understand the White Paper, this also about competition between universities, and there are some paradoxical results there that I would be worried about if I were interested in widening, not narrowing, opportunities. I think the hon. Gentleman ought to accept that.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Labor
Rushanara Ali (Labour, Centre-left): Can the Minister explain, then, why some young people who are going on apprenticeship programmes are not being paid, but are just paid their costs, amounting to about £100 a week? Is that genuine pay, in his view?
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Peter John Kyle (Labour, Centre-left): As somebody who has been involved in setting up two academies and who remains chair of governors of one academy, I know full well that academy status can be a powerful tool for school improvement, but it is not the only tool. Interim executive boards, investment in teaching and a new curriculum are all other tools. Why is the Minister so obsessed with one tool at the expense of all the others?
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Wesley Paul William Streeting (Labour, Centre-left): As well as increasing tuition fees, the Government propose to extend them to students of nursing, midwifery and allied health subjects. Given that this is the biggest shake-up in funding for those subjects since 1968, will the Minister give a commitment that those changes will be made in the higher education Bill, so that this House can have a full debate and vote on that specific measure?
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Stephen Creswell Timms (Labour, Centre-left): It was our understanding that the Government were going to publish a skills White Paper, but that appears to have been downgraded to a skills plan in the documentation related to the Queen’s Speech. Has that change been made, and if so, why?
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Angela Eagle (Labour, Centre-left): Thank goodness for that. Just to make it clear to the hon. Gentleman, Labour Members do not object to expanding the university sector. We do have questions, and rightly, about the speed with which that will be done, how probationary status will work and what kind of gamble that will represent. We will go on asking those questions, but the hon. Gentleman should not set up a straw man or woman and accuse us of being against expansion. We are not, but it has to be of high quality.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Rupa Asha Huq (Labour, Centre-left): Has the Minister seen the figures from the Sutton Trust that show that only 3% of disadvantaged young people go to the most selective third of universities, compared with 21% from the richest neighbourhoods? Is he proud of that record?
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Stella Judith Creasy (Labour, Centre-left): The Minister will know that I have been writing to his Department since 2010 about sharia-compliant loans. The thing that is missing for students, who are absolutely put off by the failure to provide this product, is a timetable for making such loans available. He has committed to legislation, but will he now set out a timetable for when, if the legislation is enacted, students in communities such as mine in Walthamstow will be able to access these products?
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
James McMahon (Labour, Centre-left): I was beginning to get a complex, having been trying to grab the Minister’s attention for some time. It is interesting that the Minister accepts that there is a need to keep in line with the increasing costs in the university sector, but does not accept that the same is true for further education or for our school system.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Tristram Hunt (Labour, Centre-left): Is the hon. Gentleman therefore in favour of Ofsted inspecting academy chains? At the moment, the Government prevent it from doing so, so we do not know what their overheads are, we do not know how much they are putting into each school, and we do not know what they are spending on the chief executive’s salary. Is he in favour of Ofsted inspecting academy chains?
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Stephen Creswell Timms (Labour, Centre-left): I am very grateful to have the opportunity to speak in the debate. I am pleased to follow the Chair of the Education Committee. I agree with much of what he said—on our membership of the EU and on his invitation to the Secretary of State to publish the education for all Bill in time for the Committee to undertake pre-legislative scrutiny. That would be very valuable. It is on the education for all Bill that I want to focus my remarks I start by warmly welcoming the abandonment of the pledge of universal academisation by 2022. That is a very welcome U-turn. I am pleased that the hon. Member for Worcester (Mr Walker) is in his place. He and I had a debate about this on the radio. I made the point that it was clear there was not the support on the Conservative Benches to get the proposed legislation through the House. He is the Secretary of State’s Parliamentary Private Secretary and he assured the listeners to the programme that it was all absolutely fine, but I am delighted that the Secretary of State recognised that I was right about this and her PPS was not. I pay tribute to her for at least executing the U-turn with commendable speed and not dragging out the agony over a long period, as we have sometimes seen in the past. I do not think it was ever her idea that we should force all schools to become academies by 2022. I am glad she has dropped it It is disappointing that the Bill still has the aim, according to the documentation alongside the Queen’s Speech, to move towards a system where all schools are academies. Ministers really should be listening, not least to headteachers on this very important subject. The National Association of Head Teachers said of that declared aim of the Bill that "it will mean that good and outstanding schools can still be made to convert, regardless of the professional judgement of school leaders, the opposition of parents and the best interests of local communities." The Government ought to listen to headteachers, parents and local communities, rather than continuing with their view that every school should become an academy, regardless of whether it is in its interest. Academisation can be a good thing—there are plenty of examples of where it has turned around a school’s fortunes—but forced academisation is not Ministers have not been able to provide any evidence that academisation necessarily raises standards, because, in reality, it does not. Areas identified by Ofsted as having problems with low educational standards include areas where most of the schools have already become academies. It would be helpful if there were a panacea, such as academisation or some other reorganisation, to overcome the problem of underperforming schools, but there is not; raising standards is a long, tough haul. Ministers are looking for a shortcut, but there is not one. To quote the NAHT again: "Targeted support is what’s needed, rather than forced, top-down reorganisation".
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Tristram Hunt (Labour, Centre-left): My right hon. Friend is making a powerful speech. Does not the history of his part of east London, including Tower Hamlets and Newham, show that academisation, in and of itself, is not the answer? What transformed educational prospects in his community was the London Challenge and schools working together and collaborating to raise standards.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Government Operations
Jenny Chapman (Labour, Centre-left): I represent one of the constituencies in the Tees Valley, and I want to make it clear that we deserve that £15 million and will spend it wisely. However, we are also deeply opposed to the imposition of an elected mayor.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Government Operations
David Anderson (Labour, Centre-left): I have no doubt that the people of the Tees Valley should have that money; they deserve a lot more, given what they have gone through over the past 30 years. They have been through deindustrialisation in the 1980s and they have taken other hits lately, and £15 million is meagre corn for the people of the Tees Valley. I am in no way having a go at them. I am asking how it can be fair for a population of that size to get that amount when another area with a population four times the size does not get proportionally more I am a huge fan of devolution. I really believe that we in the north-east know what will work for us better than the old Etonians do. I also believe that we should be allowed the freedom to decide what is best for our part of the world, but to do that we need sufficient resources to match the responsibilities that are given to us. We need the funds to meet our needs. We need structures that are transparent and fully accountable, and this should not be negotiated by people with vested interests. The leaders of the council are decent honourable people, but they should not be the ones sitting around the table saying, "Yes, this is what we want and we will agree to it without any recourse to the people in the local area." In Gateshead, the council carried out a consultation of 200,000 people, but only 38 people replied. A poll was carried out in the north-east a couple of weeks ago and, out of a population of almost 2 million, only 511 replied. The majority of those who replied said that they did not really know enough about what was going on to make a valid choice. What on earth does that tell us about the way the Government are pushing through this programme, which has nothing to do with real transparency and real democracy? We need genuine buy-in and commitment from the people. Without that, this is going nowhere. We need a range of powers that recognise the vast differences between the needs of people living in, for example, rural Northumberland or the Durham dales and the people living in Tyneside tower blocks. They are different and they will have different demands None of these questions has been fully addressed to our satisfaction and, as I said earlier, people in other parts of England are similarly dissatisfied, including those in a number of places that have already signed up to these dodgy deals. I want to make it very clear in relation to my borough of Gateshead, which has refused to sign up to a deal that other people in our part of the world have agreed to, that we are not walking away from this. We want this to work, but we want it to work properly. There is nothing in this Queen’s Speech to make me believe that it will do anything to improve the situation we have been landed with.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Stella Judith Creasy (Labour, Centre-left): It is a pleasure to follow the hon. Member for Chippenham (Michelle Donelan) and my hon. Friend the Member for Newcastle upon Tyne North (Catherine McKinnell), who made passionate speeches about the importance of our young people It is difficult to discuss skills and education and the Queen’s Speech, given what is going to happen on 23 June —which is not so much the elephant as the circus in the room—and the effect it will have on the choices we make, but I am going to give it a go. It is remarkable to hear this Government now saying that increasing the life chances of the most disadvantaged is a priority for them. Given the choices they have made over the past five years, that is like a dentist offering someone anaesthetic after he has taken out their wisdom teeth for no reason "Life chances" is one of those phrases that we often use but seldom define, but definition and detail matter, as does determination—the determination to do what it takes to ensure that every person from every background has every opportunity to achieve their potential. I want to set out my fears about how, in today’s ever-changing world, we are running out of time to acknowledge that that means doing things completely differently Everyone in this House is proud of the young people we represent. We see their ability and the factors that make the difference between them realising it and wasting it. I do this job because I think that somewhere in my community is a kid who could cure cancer, if only they had the right opportunities to unlock their talents. Imagine how we would all benefit if that happened. That is where we come in: our job is to make sure that they have those pathways to be the kinds of people they can be and change all our lives. That is where this Queen’s Speech misses the mark. We act as if opportunity is the ladder we have all known and that, to improve life chances for all, we simply need to get more of the next generation to repeat the same steps we took—go to school, go to university and settle into a career. If we are honest, we will admit that it was not that simple or open for us. Most of us can point to the points in our lives when we had a helping hand up that ladder, including good parents, good teachers and good networks. They all opened doors closed to others, by which I mean not just schools and universities, but internships and job interviews, too. The world is changing so quickly that if we are really to change the life chances of today’s 15-year-olds, we need to do more than open up the old boys’ or old girls’ network. We need to see opportunity as less a ladder than a maze, with many different doors, directions and routes to take.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Andrew John Gwynne (Labour, Centre-left): My hon. Friend makes a compelling case for tackling some of the inequalities in our education system. She will know of the huge benefits that were derived from the London challenge. Does she recognise that that model ought to be replicated outside London, in places such as Greater Manchester? Indeed, a Greater Manchester challenge was created, but one of the first acts of this Government was to scrap it.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Social Welfare
Jenny Chapman (Labour, Centre-left): It is a pleasure to follow the hon. Member for Cannock Chase (Amanda Milling), and I enjoyed picturing her as a blonde on a wire. I am sure she will not get stuck, and I admire the gusto with which she undertakes her role as a constituency MP. However, she did make me reflect on the introduction of the National Citizen Service, alongside the demise of our youth service. I wish the NCS well, but I regret that my local community no longer has a targeted, effective resource to deal with real and immediate problems, not just for young people, but for the wider community. It is also a great pleasure to follow my hon. Friend the Member for Walthamstow (Stella Creasy), although I wish we had conferred a little earlier because I found myself scratching out large segments of my speech. She did a great job of explaining why the credibility of the life chances strategy will be questionable when it emerges, given the Government’s record I find myself pondering the term "life chances". It is a much better term than "social mobility", which is not particularly widely understood. I looked it up, and found that "life chances" was initially coined by Max Weber, the famous sociologist, and it is a positive thing that the Tories are taking reference from his work. My concern, however, is that the term "life chances" will become rubbished because the Government will mess things up, and will not deliver any meaningful improvement in life chances to most people in the country. The term could well go the way of "localism", "the big society" and—increasingly in my part of the country—"the northern powerhouse". That term is treated with utter derision and contempt, and I would hate that to happen to "life chances". I am no one’s class warrior, but I am Labour, and we are about life chances and widening equality of opportunity. That is what we are here for—all Labour Members are in the Labour party because they are interested in life chances. [Interruption.] I am happy to take an intervention if someone wishes to make one It is difficult to see how the Government intend to proceed with improving life chances. They are still paying for a social mobility and child poverty commission, which writes excellent, first-class reports and commissions superb research, yet there is precious little sight of that in any Government policies. The commission makes specific recommendations that relate directly to the issues under consideration, but the Government ignore them We have heard from many Members who are worried about the quality of apprenticeships—I know I am, and I have seen extremely questionable examples of short, poor-quality apprenticeships that do not lead anywhere. According to the commission, we should have a target of around 30,000 higher level, level 3 apprenticeships. Life chances differ depending on what someone does when they are 16. The decisions they make then determine their life chances for the rest of their life. If they take a non-academic route, their chances of doing well later in life are greatly diminished.
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Andrew John Gwynne (Labour, Centre-left): My hon. Friend reminds me of the Aimhigher scheme that operated in my constituency in 2010. It was all about encouraging young people from deprived backgrounds to think that higher education was something for them—basically, it did the things that my mum and dad did to encourage me to go into higher education. Is it not a travesty for those young people that one of this Government’s first actions was to scrap Aimhigher?
Education, Skills and Training — House of Commons, 2016-05-25
Topic: Education
Jenny Chapman (Labour, Centre-left): It is. Our universities do not do nearly enough to encourage a broader range of people to attend their institutions. There are little schemes—I am sure there are some lovely pockets of good practice around the country; I have seen some gorgeous things with primary school children wearing hats around local universities—but their long-term impact is very weak. We find that the life chances of non-graduates, the people who do not go on to university, are limited. Some 42% do okay: they find themselves in the top half of occupations, are relatively well paid, and receive further training and progression throughout their careers. However, men in lower-half occupations are low paid, with no progression. They make up 16% of non-graduates. They are mostly younger men and they work in lower-paying occupations. There are then the skilled but stuck. Generally, they are women in part-time work. They, too, make up 16% of non-graduates. They are mostly mothers working in low-paying occupations, such as sales and customer service, because they are unable to retrain, get childcare or part-time work in occupations for which they may well be qualified About 26% of non-graduates are young, tend to have children and have low qualifications. Again, they are mainly women. They are at real risk of getting stuck. They may have messed up and not done so well in their GCSEs. Perhaps they did not get any advice on what was best for them and made a poor choice. They may have ended up doing hairdressing, beauty therapy or going into another low-paid profession because their friends were doing it and the alternatives were not explained to them. It is now almost impossible for them to get out of that profession and into something with a real chance of progression. If we are talking about life chances, it is this stage in education—if I could fix one thing—that really needs to be addressed. It is underfunded and ignored. There is no decent advice for young people before they make these decisions One recommendation from the Social Mobility and Child Poverty Commission is for a common access point. For young people going to university there is the UCAS system. They make their application and are supported through the process. There are deadlines and they understand the process. There is a whole host of information about the outcomes, routes and destinations available on the internet. There is nothing like that for those trying to get on a further education course and that needs to be addressed.