Skills and Post-16 Education Bill [HL] — House of Lords, 2021-07-19
Topic: Education
Andrew Adonis (Labour, Centre-left): My Lords, the noble Baroness’s remark that she wanted to become a landscape gardener but ended us as a civil servant could make the brilliant first sentence of an autobiography, with us all intrigued as to how the intent to become the one ended up in the more humdrum reality of the other. I only hope that, maybe by utilising all the opportunities of lifelong or lifetime learning, she is able to indulge her passion. She has great artistic genius and this may be the moment when she could set up a new enterprise There are two issues here. The first is the careers guidance to students in schools and colleges about what should happen after they leave that institution. The second is the more specific issue raised by the noble Lord, Lord Baker, of advertising options to students in secondary schools for moving to alternative providers, including between the ages of 11 and 16—when they might be better served by, for example, one of the noble Lord’s university technical colleges—and seeing that that advice is made available to them We need to accept that, as is the experience of all of us in the House, careers advice and guidance has never been done well. The truth is that schools with a more academic bent—which I am glad to say is now most schools, but even until quite recently, they were in the minority—have always been pretty good at giving advice and guidance on universities. That is because teachers are graduates and know about universities, and schools are judged on the university destinations of their more able students. However, those schools have traditionally been poor or worse at providing options for technical and further education. That is partly because they are not incentivised to do so, since public authorities and the inspectorate mostly do not notice whether they do or not, but also because teachers by definition have very little experience of these areas. There are almost no teachers who themselves have done apprenticeships or gone on to further education So we need to accept that this has never been well done. I suppose that in all areas of policy there is golden-ageism—"30 years ago it was done brilliantly and it has all degenerated since"—but we must accept that the old-style careers service was not great. It did not turn up in most schools, and when it did it was pretty haphazard. It was not regarded as a high priority by local authorities, and schools’ engagement with it was generally a low priority too The various incarnations of the careers service—up to and including the Careers & Enterprise Company, which came partly from the wholesale privatisation of the old careers service and the requirement that it be disbanded, which was a draconian step that I would never have taken—have not led to great careers guidance in schools. All those who do good work in this area should be applauded, and the Gatsby benchmarks are great. The noble Baroness, Lady Morgan, and the Careers & Enterprise Company, which I hear some good accounts of and some accounts that it barely infringes on the work of schools at all, are to be encouraged. However, there is a systemic problem that we have never properly addressed, which is how we ensure that within each institution there is a facility—which in my experience always means a person—responsible for delivering careers guidance, including technical education guidance.