Apprenticeships and T-Levels

[Sir Christopher Chope in the Chair]

I beg to move,

That this House has considered apprenticeships and T Levels.

It is a pleasure to see you in the Chair, Sir Christopher.

UK productivity is well below that of the United States, Germany and France. That is not a new thing; it has been true in every year I have been alive. If we were able to fix that productivity gap, we could have higher living standards, lower tax and more tax revenue. There are multiple reasons for the gap and much academic literature has been written on it, but the level of skills in an economy is fundamental to productivity and therefore to growth. How we run our skills system is also important, because there is a cadre of young people who are less orientated towards pure academic study but have talent and flair in technical pursuits, and they deserve just the same opportunities and life chances as those who take the academic route.

In this country, although we are famous for aspects of our education system, including for our higher education—our universities—and increasingly for aspects of our school system, we are not, I am afraid, famous for technical and vocational education and training. When foreign Ministers come to Europe to look at vocational education, they tend to go to Germany, and if there is one thing we do not like in England, it is losing out to Germany.

It is right that successive Governments have been troubled by this situation and sought to fix it, but perhaps sometimes they have been a bit too quick to look for a fix. The story of our organisational infrastructure for technical and vocational provision is not one of stability. We have had industrial training boards, the Manpower Services Commission, the Training Commission, and training and enterprise councils—TECs. But those TECs were different from another TEC—the Technician Education Council, which existed alongside the Business Education Council, BEC. The two would eventually merge, of course, to give us BTECs. There were national training organisations; the Learning and Skills Council; sector skills councils; the UK Commission for Employment and Skills; the Skills Funding Agency, or SFA, which would later be the ESFA—the Education and Skills Funding Agency—and, most recently, local skills improvement plans and the Institute for Apprenticeships and Technical Education.

The infrastructure has been mirrored by a panoply of qualifications and awards. We have had traditional apprenticeships and then modern apprenticeships; the youth training scheme; the City & Guilds system; the technical and vocational education initiative; the National Council for Vocational Qualifications; NVQs, which are still in use; and GNVQs, which evolved into BTECs and diplomas. There were the 14 to 19 diplomas, which were not quite the same thing as the Tomlinson diplomas; the skills for life programme; and traineeships. Altogether, today, there are somewhere between 100 and 200 recognised awarding organisations, excluding those that only do apprenticeship end-point assessments.

Now, just at level 3—the equivalent to A-levels—we have the following qualifications: tech levels as well as T-levels; applied generals; level 3 ESOL; level 3 NVQ, and access to higher education diplomas. There is a level 3 award, a level 3 certificate and a level 3 diploma—or someone might prefer a level 3 national certificate or a level 3 national diploma. There is also an extended diploma, a subsidiary diploma, and a technical introductory diploma. There is no official count, but by the mid-2010s someone had counted up what they could find and said that, together with other, non-level 3 courses available to 16 to 18-year-olds, there were at least 13,000 possible qualifications that someone in that age group could do. It is not surprising that when the Independent Panel on Technical Education was created in 2015-16, it found that vocational education and training had become “over-complex”.

I thank the right hon. Member for securing this important debate. Some 6.9% of young people in Somerset are believed to be not in education, employment or training, which is higher than the national average of 5.5%. Does he agree that the Government should not only improve the quality of vocational education, but strengthen the careers advice and links with employers in schools and colleges, to enable more young people to get into education on the right courses?

Indeed—the hon. Member is absolutely right. Part of the point of careers advice is knowing which course to take and which qualification to pursue. The panel that I mentioned found that if someone was considering a career in plumbing, for example, there were 33 different qualifications that they might seek to take. It also found that in general the various qualifications were not providing the skills needed; they had become divorced from the occupations they were meant to serve, with no requirement, or only a weak requirement, to meet employers’ needs in those occupations.

The panel’s report, which came out in April 2016, became a blueprint for a major upgrade of technical and vocational education in this country. The panel was determined to address both the productivity gap and very clearly also the social justice gap, whereby some young people were being left behind. I stress that although the report was a blueprint, it was also a “redprint”: the panel was chaired by the noble Lord Sainsbury, the distinguished Labour peer. The report called for “a fundamental shift”, with

“a coherent technical education option…from levels 2…to…5”.

There would be 15 clearly defined sector routes, covering 35 different career pathways. Three of those routes would be available only through an apprenticeship; the other 12 would be available either through an apprenticeship or a college track, and there would be common standards for both. Both the apprenticeship and college-based routes would result in

“the same or equivalent technical knowledge, skills and behaviours”

to take into the workplace. The report said that this path

“needs to be clearly delineated from the academic option, as they are designed for different purposes. But, at the same time, movement between the two must be possible…in either direction”.

I do not disagree with the right hon. Member on that point; I just wanted to highlight that in my constituency of Great Grimsby and Cleethorpes there is an apprenticeship provider called CATCH. Local businesses have come together to invest in a brand-new welding apprenticeship facility that will deliver 1,000 apprentices over the next few years. Is that the kind of partnership working that he envisages, which works well for local communities, young people and business?

I am sure it is. I will come to apprenticeships in a moment, but I was just talking about industry placements in T-levels.

From speaking to young people who are doing T-levels, colleagues will know that their most popular feature is probably the fact that young people get to do a real role in a real workplace. The placements are also popular with the employers that provide T-levels: first, the employers are investing in the next generation and helping develop all the things the lack of which they sometimes complain about—soft skills and workplace skills—and secondly, the placements are the most fantastic, longest-ever job interview, when employers get to see the people who may come and work in their company over an extended period. I appeal to Ministers to carry on the great work of shouting about T-levels and talking about these great opportunities and the upgrade they represent.

There were two big changes to apprenticeships. The first ensured that there were minimum standards. Previously, as colleagues will recall, some apprenticeships were so thin and flimsy that the apprentices did not know they were on one. After minimum standards came in, apprenticeships would last at least one year and involve at least 20% of time off the job. As with T-levels, there would be an end-point assessment, which would feature standards set by employers.

The second big change was the introduction of the apprenticeship levy. That has always been controversial with some employers, but it was there to do two things. First, it raises the funds needed to pay for a big upgrade in apprenticeship provision. Secondly, it deals with the free rider problem, with which we will all be familiar: some companies in a sector have always strongly invested in young people, but three years later those young people leave to work for another employer that can offer to pay more but has not made the investment in the first place. The apprenticeship levy deals directly with that free rider problem, as economists call it, so that every sizeable company contributes properly.

Will the right hon. Member give way?

If the hon. Member will forgive me, I will continue.

There is also no guarantee that business will continue to be involved in setting those standards. I am afraid that public and business confidence is set to be eroded—rightly, because everybody knows that the easiest way for the Government to increase the numbers of people doing anything in education is to erode standards to get more people through.

I believe the Sainsbury report was—and still is—a good blueprint. Of course, the Government are entitled to evolve it, but they should recognise that the principles remain sound. With T-levels, it was always going to be hard to get sufficient industry placements and to overcome powerful objections that we need to change the system rather than just add to it. With apprenticeships, there will always be, as there always have been, firms that try to game the system. We can argue about what the levy should or should not cover, but it is a good thing and it needs to be designed and maintained to encourage a net increase in investment in this area and to deal with the free rider problem.

There will always be some cost and downside when the bar of minimum standards is raised, as we did. We need to remember where we started, with the need to increase productivity and have higher expectations for all in the interests of social justice. We need to maintain those minimum standards to keep apprenticeships and T-levels equivalent, with the same levels of knowledge, skills and behaviours.

Finally, the independence of the body that sets the standards, working with and for business, is key. The Government will obviously keep Skills England, but I ask the Minister to build into its design proper, full independence from her Department, and a proper, full guiding role for the businesses these occupations need to serve. I want Ministers not just to say that, but to write it into the legislation.

It is a pleasure and an honour to serve under your chairmanship, Sir Christopher. I thank the right hon. Member for East Hampshire (Damian Hinds) for securing this important debate on the pivotal role of apprenticeships and T-levels in our national industrial strategy.

As we face a significant skills gap, particularly in science, technology, engineering and maths fields, those pathways are critical for equipping our workforce with the expertise needed to drive innovation and economic growth. T-levels and apprenticeships bridge the gap between education and the workplace, combining classroom learning and practical experience. T-levels provide substantial industrial placements, while apprenticeships enable individuals to earn while they gain real-world skills. Together they address shortages in key sectors, such as manufacturing, construction, healthcare and beauty, ensuring that students are job ready from day one.

Dudley College of Technology in my constituency exemplifies excellence in this area. The college offers a wide range of T-levels across many disciplines, blending academic and practical learning. Its commitment to apprenticeships is equally impressive, with over 4,000 apprenticeships supported through strong partnerships with local businesses. Those collaborations ensure that training meets industry needs and contributes to regional economic growth.

The STEM sector remains the heart of the industrial strategy but continues to face persistent skills shortages. Apprenticeships and T-levels are vital to addressing those challenges and building a workforce equipped for careers in science, technology, engineering and maths. Institutions such as Dudley Tech play a key role in closing the gap, but we must focus on diversity in STEM. Women make up only 27% of STEM workers, but 52% of the country’s wider workforce. Meanwhile, only 12% of STEM workers, compared with 19% in the wider workforce, come from ethnic minority backgrounds. We will not see improvement unless we address this matter head on and break down barriers to apprenticeships and T-levels.

It is a pleasure to serve under your chairmanship, Sir Christopher. I thank the right hon. Member for East Hampshire (Damian Hinds) for securing this debate on such a critical issue for our young people. Today, I want to highlight a major concern among college staff and students: the need for certainty about the potential defunding of BTECs in favour of T-levels.

For years, BTECs have served as a trusted form of level 3 qualification, providing students with practical and theoretical skills in a format that staff are experienced in delivering. I have heard from teachers about the pride and joy they take in teaching BTECs and watching their students thrive as they apply themselves to often very practical subjects. In many cases, it is the first time that those children have ever felt passionate about learning and excited to go further. It gives them the chance to finally start down the path—a path I imagine all of us in the Chamber want young people to take—towards realising their full potential. That is why so many are concerned about the replacement of BTECs with T-levels, and why I hope that the Government address those concerns when they publish the findings of their review of the policy next month.

I have heard from teachers who say they will struggle with the suggested rapid adoption of new course structures and unfamiliar theoretical components across the whole range of non-A-level subjects. Staff at South Thames Colleges Group, which serves many of my local students, have expressed concerns about how those sweeping changes will be implemented effectively. Currently, around 58 courses are at risk of being defunded.

Is some of the concern coming from colleges not also about the timing of those decisions? Franklin college in my constituency has said that the earlier it knows, the better it can plan. It is already receiving parents and young people in for open days for courses next year.

The hon. Lady makes a point so good that I will be getting to it shortly—I completely agree.

Staff worry about having to adapt their curricula to align with the new T-levels, which will involve updating course content, revising teaching methods and redesigning assessment strategies to meet the new required standards. There is no way to do that without enormous, time-consuming upheaval, which they will need as much notice as possible to prepare for. Teachers deserve a definitive answer on what will happen next.

It is not just teaching staff; students have been left in the dark, too. Approximately 380 students planning to enrol at a college in the South Thames Colleges Group are affected by the confusion surrounding the implementation of T-levels. Those currently completing GCSEs and planning for their post-16 education face uncertainty about what their courses will look like in September 2025. They fear the removal of the element of choice in the system.

BTECs formerly offered the option of a professional placement, but T-levels are geared specifically to placements. That leaves those who may not be academically suited to A-levels but do not wish to begin a T-level course, 20% of which is effectively a job, with no real support. On a visit to Carshalton college, I was told that there were 120 applicants for a diploma in childcare but only seven for a T-level in childcare. That could create a shortage in qualified staff coming through the system. The impact is felt disproportionately by those with special educational needs and disabilities, many of whom need extra support to explore their options before entering adult life, and for whom entry into the world of work may not be the right option so early in adulthood.

Nobody is denying the merit in reviewing periodically the way we train our young people for the future, but forcing students to choose exclusively between A-levels and T-levels could represent a narrowing of their options. I fear that this is a poorly managed top-down change for teachers to implement, and a gamble with the opportunities of a generation of young people who, let us not forget, have already had their education severely disrupted by the covid pandemic. With September 2025 rapidly approaching, I urge the Government to provide clarity to all those affected so both students and staff can plan for the change ahead. The Government must also think again, and give colleges and students flexibility to choose the appropriate qualifications for them and their communities.

It is a pleasure to serve under your chairmanship, Sir Christopher.

Making sure that our young people have access to a wide range of educational opportunities that can lead them on to high-quality, well-paid and secure employment is vital to the health of our economy. In fact, it is critical to towns like Mansfield, which are to some extent facing a brain drain due to poor investment in employment opportunities and a weak private sector. They also have the difficulties with productivity and gross value added highlighted by the right hon. Member for East Hampshire (Damian Hinds); those are a real challenge in constituencies like mine.

In July, I was elected with a mandate for change locally. I stood on a platform to focus on five local missions that I thought would have a significant impact. One was to do everything I could to facilitate a stable and growing local economy and good-quality jobs for everyone in my constituency. Of course, a critical part of that is ensuring that there is a wide range of high-calibre academic and vocational education opportunities. I therefore welcome the debate.

Without a highly skilled workforce, areas like mine cannot attract the investment we need, and we know that investment brings prosperity for our communities. I am delighted that the Government made additional money available in the Budget for further education and have announced reforms to the apprenticeship system, with a new growth and skills levy. I welcome the progress and know that the Government have aspirations to do more over the coming months and years. I want Mansfield to be part of that conversation.

I have had a number of discussions with West Notts college and Nottingham Trent University about their funding streams and ways they feel they can work together more effectively to bring exactly those types of opportunities in the further and higher education sector to young people and adults in my constituency. As part of that, we have seen a £6.5 million education investment from Nottingham Trent University in my constituency, which is delivering specialist teaching and learning facilities to support local people to upskill and to access and retain employment in the local area. That includes really important opportunities in nursing, aligned with the local health authority, and in engineering, business, criminal justice and sports science. I congratulate both those parties on their work to enabled all of that to come to fruition.

It is a pleasure to serve under your chairmanship, Sir Christopher. I draw Members’ attention to my entry in the register of interests.

I thank my right hon. Friend the Member for East Hampshire (Damian Hinds) for securing this important debate. While I agree with him that much more needs to be done to encourage apprenticeships and technical education, when I think back to what I was deciding to do after secondary school, I envy the choices available to young people today. I left school in the era when, under Tony Blair’s target, 50% of young people were expected to go to university. That is what I did, but it simply was not the right route for me. On-the-job training, with the promise of a full-time job at the end, is a fantastic way for many young people to kick-start their careers. I am pleased that the previous Government did so much to increase the opportunities available to young people, with 5.8 million apprenticeships created and the overwhelming majority of occupations now able to offer the apprenticeship route.

I am proud of the work taking place in my constituency of Broxbourne as part of that. Hertford Regional College offers a wide range of post-16 professional and technical programmes and apprenticeships, with nearly 3,000 young people going on to these courses and getting the skills they need for their careers. At the end of their course, they are going on to full-time employment or further education at above the national average—we are very good at getting people into full-time employment after they go to the college. I am pleased that, from September 2025, free schools in the Broxbourne constituency will offer T-level pathways, but there is still much more to do.

Too many students are embarking on low-quality university degree courses, with little prospect of finding good employment opportunities relating to their degree when they graduate. Industries from hospitality to the trades are rightly calling for greater flexibility in the delivery of apprenticeships and more freedom in how the apprenticeship levy can be spent, enabling more employers to offer better opportunities for young people. I want to see wider changes to the education system, so that it is much more geared towards preparing students for the world of work.