That this House has considered the provision of careers guidance in schools.
It is a pleasure to serve under your chairmanship once again, Ms Rees, and I welcome the new Minister to her place.
In 1985, I left school. I was living in a mining community at the time, right at the end of the miners strike. At the end of my school year, a careers officer told me—I stress, told me—that I should either go down the mines, go down the pit, or join the Army, one of the two. It was not so much advice as an instruction; those were the only two options open to me, according to the careers officer. I was not that politically switched on at the time, but I was definitely aware, at the end of a year-long strike, that the pits were not exactly the industry of the future, so I did not do as I was told.
Instead, I went on to become the first in my family to get a degree. Later, I became a careers adviser myself. Eventually, I became a manager of career services, as well as an assessor for those becoming and training to be professional careers advisers. It was a vocational choice grounded in that experience of receiving poor careers advice and being told that my options were limited. I did not—I still do not—want anyone trying to decide on a career or a change in career to have the experience that I had.
I am pleased to say that things have progressed since my school days. Barriers to good-quality careers provision remain in place and the quality of careers advice varies hugely from school to school. When good careers advice is not provided, that often hits the pupils from poorer backgrounds the hardest. It costs individuals and, as a nation, it certainly costs us our economic wellbeing.
“Levelling up” is a term whose future is unclear all of a sudden, but some young people are still not getting the impartial information that they need about the opportunities open to them. The Social Market Foundation, in its recent report on careers advice, argues that levelling up careers provision would make the country fairer. As parliamentarians, we all desire the country to be a fairer place. Careers advice was named as part of the northern powerhouse strategy, but it has not been named as part of the levelling-up agenda. When the Minister responds, will he say whether careers guidance should form part of any upskilling strategy for left-behind places?
Between the Skills and Post-16 Education Act 2022, the Education (Careers Guidance in Schools) Act 2022, which will shortly come into force, and the new statutory guidance, there has been much greater effort to ensure that careers advice is open to all pupils throughout secondary school. As someone who worked in the field, I welcome the extension of careers advice from year 7 to the age of 18 or, for those with additional need, to 25. However, may I ask the Minister whether there are plans to ensure that all schools are subject to the statutory guidance, rather than just maintained schools, some academies and some free schools? If we are serious about all pupils being given first-class careers guidance, we must ensure that all schools are governed by the statutory guidance.
I am greatly enjoying my hon. Friend’s contribution and he brings his experience to bear. He made a point about the statutory guidance and to whom it refers. Does he agree with me that, although the guidance is in statute, evidence shows that at least 25% of schools are failing to achieve the minimum standards of careers guidance, and that guidance is only one part of it? The other part concerns enforcement and assessment regimes, to ensure that the good intentions that the Government put forward are delivered on the ground.
I agree with my hon. Friend the shadow Minister. Resources will have to follow statutory guidance. The pandemic has had a significant impact on schools’ ability to deliver careers advice. According to recent research by the Sutton Trust, 75% of teachers in state schools said it had a negative impact, far more than the proportion of similar results returned from private schools.
There is an increasing concern that we have arrived out of the pandemic to a different world, one that students are not being prepared for. With the jobs market evolving faster than ever, Teach First has found that nearly 80% of teachers believe their students to be less ready for the world of work than in previous years. Again, more disadvantaged students will be disproportionately impacted by that, with more than half of teachers saying that they feel the pandemic has impacted disadvantaged students’ perceptions of their potential careers.
Well informed and realistic careers decisions cannot be made if careers provision is socially patterned, as evidenced by the Social Market Foundation. Essentially, pupils from schools in affluent areas opt for university while those in less affluent areas take vocational options. That needs levelling up.
The Baker clause strengthened the legislative framework, stating that schools must allow colleges and training providers access to help pupils make informed choices. If careers provision is resourced to the tune of £2 per student—less than a cup of coffee—quality will be found wanting, as argued by Careers England. Ensuring that schools, teachers and employers feel supported to meet the needs of students will be vital for improving the quality of guidance given. With only 17% of year 13 telling the Sutton Trust that they have learned about careers opportunities in their local area, there is considerably more to do to connect businesses and schools.
Although the Careers and Enterprise Company has done some excellent work connecting schools and businesses in some areas, including schools in my own, only half of heads report that their schools are part of the CEC careers hub. That clearly needs to be scaled up. Since the abolition of Connexions in 2011, 2 million children and young people have not had access to independent careers professionals.
Does the hon. Gentleman agree that there is an opportunity to link local economies, the labour market and businesses with apprenticeships if schools can organise that before people leave education? No one should be heading out of education not into the labour market, higher education or a traineeship. Does he see an opportunity to enact that via schools?
I agree. In my constituency, Tata Chemicals Europe offers some brilliant apprenticeships, and at times it has really struggled to achieve the connection between the local school community and the apprenticeships on offer. I totally agree with that very good point.
As I have said previously, I was the first person in my family to go to university. I do not want a system that disadvantages students from working-class backgrounds and excludes higher education as a pathway if it is right for them. We must absolutely ensure that they are given the information and support they need to go to university and aspire to be the best they can be, but we should also ensure that people from all backgrounds make informed choices about the other brilliant opportunities on offer, such as apprenticeships, including those at levels 4 and 5, and those with a mixture of university and in-work training.
Students recognise that the situation with apprenticeships prevents them from properly considering them as an option. Some 31% think that having better information would have encouraged them, their friends and their classmates to choose an apprenticeship. It was also found that a number of people, including parents, reinforce the stigma associated with apprenticeships. We need to challenge parents and carers on that.
More funding and training for teachers is absolutely key if we are to reach parity of esteem between university and apprenticeship options. We must remove the idea that apprenticeships are not as valuable and almost second rate. To do that, we need a practical system to promote them. Having a central UCAS system means that universities can do active outreach around it. Teachers and other support staff, and generations of parents and carers, are also familiar with it. Students seeking apprenticeships deserve a system that is just as clear and effective and that is funded and supported.
Jack Lopresti (Filton and Bradley Stoke) (Con)
I agree with the hon. Gentleman’s point about the potential stigma about apprenticeships compared with university, but that is not a question of funding—it is a question of attitude. It is about changing the mindset, rather than resources. There are resources. There is careers advice. We have created 5 million apprenticeships since 2010. It is people’s attitudes that need to change.
On the question of resourcing, if good quality, professional and impartial careers advice and guidance is not given in schools as part of education, then the stigma will remain, and there is an issue of resources there. The hon. Member is right to argue that it is not the only issue, but it is part of it.
UCAS currently advertises around 4,000 apprenticeships, and I think there are some 10,000 on the Government’s system. That is a tiny proportion of what is available. The Social Market Foundation’s recent research advocated for UCAS to be expanded to list all apprenticeship opportunities, in order to combat a system of university by default for many schools. Will the Minister outline what the Government plan to do to improve the provision of apprenticeships information and advice in schools? What assessment have they made of the value of creating a clearer system for apprenticeships information and applications, similar to that for university applications?
Although the statutory framework for careers guidance has been strengthened and the promotion of Gatsby quality benchmarks is good, resources for schools, after being drastically cut, have not been scaled up again. We will all be aware of some good practice in our local schools. Helsby High School in my patch has just won the pledge award through Cheshire and Warrington local enterprise partnership for its careers programme, but there are far too many schools where the quality is seriously wanting. The careers provision landscape is fragmented and piecemeal, with the Careers and Enterprise Company and a National Careers Service largely targeted at adults, schools employing their own careers advisers, with some not employing any at all.
I conclude with my asks of the Minister. An independent, all-age careers guidance service should be established. Rather than fragmentation, we should bring things together, including Jobcentre Plus. Ofsted inspections should be strengthened around impartial careers provision. A two-week work experience programme should be a statutory requirement and UCAS should be required to promote level 4 apprenticeships.
It is a pleasure to serve under your chairmanship, Ms Rees.
The push by both parties over many years to get children to university has been a huge step in the right direction for many people and for social mobility. Now, a record 37.9% of young people go to university, but I believe we need to focus more on the careers guidance young people are given, especially the 60% of them who will not go to university. I have been hosting students from my constituency all summer—indeed, I have one sitting behind me—and it has given me a real insight into how they are taught at school. Not a single one of my holiday students thinks there is credible path to a good career other than going to university. Clearly, then, although university is the right path for many, we are not focusing enough on the 60% who do not go to university. Because the university “brand” has become so established and embedded, careers advice has to start as early as primary school if it is to be effective and to change hearts and minds.
One of the best schemes developed under the Conservatives has been apprenticeships, which allow people to gain qualifications and training on the job and to equip themselves with the skills they need to succeed in jobs across all sectors. I am proud to say that in Southend West, we have 830 young people undertaking apprenticeships, and 290 started a new apprenticeship this academic year. I applaud the local businesses that support these schemes, and I am delighted that Southend airport is to welcome two brand-new apprenticeships in the coming weeks.
Now, however, there are brilliant degree apprenticeships, which enable people not only to gain a full undergraduate or masters degree, but to earn while they do it and of course have a job at the end of it. Degree apprenticeships take between three and six years to complete, depending on the course level, with people spending most of their time working. They might attend university for one or two days a week, or in short blocks of, say, a week at a time, but overall people spend about 20% of their time studying and 80% working.
I welcome the Minister to her place. Until last week, she was my Whip, so there may be a degree of Stockholm syndrome in my coming here to support her today. Even if she was not the Minister, however, I would be keen to take part in this important debate, because change has been afoot in our economy over the last 10 to 15 years. When I was at school, I was not asked, “the Army or the pit?”, but the choice was similarly limited. It is noticeable that, even at my school, there was no mention of going into business. It was just not expected, which is pretty devastating, and may explain some of the issues in the economy.
There is now a bewildering array of opportunities for the transition from secondary education to the next stage of life. I have never been more optimistic for the future of children and young people coming up through secondary education. There is a wealth of opportunity that did not exist even five years ago.
Let us look at my constituency, which is made up of largely rural farming communities in Norfolk. In the last few weeks, I visited a rocket company that specialises in testing satellites in microgravity conditions. Fischer Farms is building the world’s—or certainly Europe’s—largest vertical farm, which is wholly reliant on robotics and artificial intelligence. Some 17 GW of offshore renewable wind will be located in the southern North sea between now and 2030, a large chunk of which will come to shore in Norfolk, with all the attendant jobs and careers. There is not just one film studio; a second, and arguably a third, is being proposed. They are all exciting new opportunities.
I have not even mentioned the research going on in Norwich at the John Innes Centre, which employs 250 scientists at the cutting edge of gene editing, gene therapy and biosciences. There is also specialist engineering at Lotus in Hethersett. I could go on—and that is before we get anywhere near Cambridge, which is a huge hotbed of exciting developments.
Also in the Conservative leadership contest, there have been promises of tax cuts totalling over £300 billion so far. Those cuts would have consequences for public services providing the advice and guidance that schools and pupils need in communities up and down the country. Some of those promises are folly, to be frank.
I believe that the figure of £300 billion could come about if we had eight Prime Ministers all at once, rather than one at a time. If we take them sequentially, the offers range between £13 billion in tax cuts over the course of the Parliament, and £39 billion in tax cuts if my right hon. Friend the Member for South West Surrey (Jeremy Hunt) is elected.
I have talked about the opportunities in my constituency, but I also welcome the growth of apprenticeships as a viable alternative to tertiary education. It has already been mentioned in the debate, but it is worth mentioning again, that under Conservative-led Governments since 2010, more than 5 million apprenticeships have been undertaken—and the number is growing. Last year, there was an 8.1% growth in the adoption of apprenticeships, and that is an accelerating trend.
Earlier, someone mentioned—I cannot remember who—the problems with attitudes. It is parental attitudes primarily, not those of children, that need to be addressed. However, the data appears to suggest that that barrier is beginning to be broken down, which I heartily welcome. I also heartily welcome the universal technical colleges that have sprung up as a result of our innovative education programme, and the success through diversity in our educational provision. We have a UTC in Norwich; I am sorry to say that it is just outside my constituency, but we provide students to it. I visited it about six months ago and I was amazed by the links, and the dissolution of the barrier, between formal education and employment. Technical courses, on which there is a lot of work experience, are leading directly to employment.
Students are achieving T-levels, which are an excellent qualification that we need to build on. In some cases, the courses lead on to very well paid tertiary apprenticeships; but—there is quite a big “but” with universal technical colleges—pupils are drawn into the educational framework at the age of 14. I welcome the Government’s proposal to increase the age range during which careers advice is supplied, because some decisions have to be taken remarkably early. That applies particularly to those who are more capable of following the UTC route than other routes. We should think about that and build on it.
3:06 pm
Mr Robin Walker (Worcester) (Con)
I congratulate the hon. Member for Weaver Vale (Mike Amesbury) on opening the debate, and on a very well reasoned and well argued speech, and I welcome my hon. Friend the Minister to her place. Like my hon. Friend the Member for Broadland (Jerome Mayhew), I am excited about the opportunities for young people in my constituency, and I want to make sure that careers advice in our schools engages with the breadth and richness of the opportunities.
As the hon. Member for Weaver Vale said in his opening remarks, we all have to accept that there was never really a golden age for careers advice. He gave a good example of bad careers advice and limited options being presented. During my time at the Department for Education, I was pleased to contribute to a White Paper that took forward the argument for having careers advice in all our schools, but particularly in primary schools, as my hon. Friend the Member for Southend West (Anna Firth) mentioned. It is very important to set those aspirations and open up opportunities for people earlier.
The hon. Member for Weaver Vale directly addressed the challenge of people being presented with too limited opportunities. Something that I have seen done really well in some schools, but that could be done in many more of them, is opening up to young children a range of opportunities and different places where they could work, and I want to talk about a few of those opportunities in my constituency. There is a wonderful school in one of the most deprived areas of my constituency of Worcester called Cranham Primary, where the excellent headteacher Mr Cale—I think he was the deputy head when I used to go in and support him in his careers lessons—holds a “careers with Cale” session. He gets different people in, such as policemen, postmen or the local MP—most famously, he held one session just before Christmas with Father Christmas, which is an unusual career to get people to aspire to—to talk about what they do, and to raise aspirations by discussing the range of activities that people can do.
Perry Wood Primary School in my constituency also holds primary careers fairs, and gets a whole range of people—from engineers to police officers and farmers—to talk about the span of opportunities. We should support that. The schools White Paper says:
“We want all children to be inspired by the options available to them when they leave school or college. We will launch a new careers programme for primary schools in areas of disadvantage and are extending the legal requirement to provide independent careers guidance to all secondary school children, as well as increasing the opportunities for them to meet providers of apprenticeships and technical education.”
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Additionally, does the Department have plans to introduce a new careers strategy, given that the previous strategy lapsed in 2020? Given the legislation that has been implemented since then and the huge challenges to schools brought about by covid, it is clear that we need an up-to-date strategy to respond to the challenges that we face now, that pupils face now.
I would argue that we need massively to improve access to work experience, with only a third of pupils having completed work experience by the age of 18. A statutory duty, with resources to support a two-week placement, should be put in place. Where possible, we need to ensure that the work experience that a young person undertakes is relevant to their future ambitions. Beyond giving the important experience of the work environment, work experience should help those students better frame their future ambitions and make informed careers decisions.
That was brought home to me recently by a year 10 work experience student called Kevin, who chose to work in my constituency office because he felt it would be more interesting than the other opportunities on offer, but it was pretty clear that he wanted to be a firefighter. I have now put him in touch with our local fire service, and he used his experience to do a bit of research in my office when he was on placement there.
It is essential that any new Government strategy on careers advice focuses on work experience and ensures connections between schools, local authorities and local businesses. That will mean that pupils get more opportunities for their two-week work experience, which will help them make informed decisions. It will also help us, as legislators and politicians, to ensure we have a growing economy.
A new strategy must also deliver on one of the areas that we most need to change when it comes to careers guidance, which is apprenticeships. Although most students feel that they get plenty of guidance about university courses, only 10% feel the same way about apprenticeships. Too often, support for students considering apprenticeships or vocational education is much weaker than for those considering academic education. In some schools, every student creates a UCAS account by default, cementing the idea that higher education is the default option. We need to ensure that within careers advice apprenticeships and further education are put on the same footing as university education. We cannot continue with the disparity in information, advice and therefore access that we see all too often.
People leave a completed degree apprenticeship with no debt, having gained huge transferable skills, and with a good job to walk straight into. It really is a win-win-win for our young people, but sadly they are not being directed toward degree apprenticeships. According to the Centre for Social Justice, only 41% of 11 to 16-year-olds said that a teacher had discussed apprenticeships with them, and just 21% of teachers were reported to advise high-performing students to take an apprenticeship rather than a university place. That is backed up clearly by my experience of touring schools and talking to students across my constituency. This needs to change.
Many jobs vital to our economy require skills in science, technology, engineering, manufacturing and maths —skills that could be taught better and more effectively through apprenticeships. I am sure the Minister agrees with me that careers advisers in schools must do better on encouraging pupils to consider apprenticeships, particularly degree apprenticeships.
For many years, the only option at 16 was A-levels. I am pleased that the Conservatives have been working hard to change that, and we have made excellent progress. The Education Committee is reviewing and working on a huge report on the subject. Another option now is T-levels, which provide an excellent way for students to gain a high-quality technical qualification with the same prestige as A-levels. Sadly though, hardly any young people know about T-levels—none of my work experience students had even heard of them. That is simply not good enough. I am sure the Government want to improve the situation. Careers advisers in schools must ensure that students understand the full gamut of opportunities available to them, and that they abide by the Baker clause in the Technical and Further Education Act 2017, which requires schools to discuss technical education options with pupils.
Our children deserve the best-quality education, which must include the best-quality advice to achieve their dreams. Southend West is blessed with many high-tech industries that already, as I always tell the Chancellor, contribute more than £3 billion to the UK economy each year. Our children must be given the right careers advice to enable them to achieve their potential, whatever form that takes.
School leavers have the world at their feet, but because that is so exciting, because there are so many opportunities, and because it is so different and new, it is daunting, and there is a correspondingly enormous need for support. When I was starting out, I had no idea what I wanted to do in life. If any young person is unfortunate enough to be listening to this debate, I reassure them that that is absolutely normal. In fact, the number of people who know clearly what they want to do in life is vanishingly small. Finding out is a process. As we develop through our experiences, our aspirations and ambitions develop as well.
The Government are right to have moved away from Labour’s 1999 target of funnelling 50% of all school leavers into tertiary education—into universities. In my experience, that was damaging, because many people were shoehorned into an educational environment that simply did not suit their academic inclinations or the line of career development that they would later take. At the same time, there was a proliferation of unsuitable courses, as academic institutions tried to maximise their fees. It is not surprising that 6% of all those funnelled into tertiary education ended up dropping out in the first year, which was a huge loss of their time, energy and money.
A very large chunk—not a majority, I am pleased to say, but up to a third—of graduates did not get the benefit of their tertiary education within the next three, five or even 10 years. Fully a third of them were not in graduate employment five to 10 years after their graduation. That illustrates a philosophical difference between the approach of Labour and that of the Conservative party. Labour’s go-to approach is one of social engineering via targets, whereas we in the Conservatives want to give people choices. We want to open up the world, and we trust people to make up their mind. We see that this very week in the Conservative party leadership election. The Labour party talks about diversity—they want targets—but they are led by a middle-aged white male. I have nothing against them, but look at the Conservative party—the most diverse group of people. I think we are about to have the third female Conservative Prime Minister, and if we do not, we are highly likely to have our first ethnic minority Prime Minister. Is that not wonderful? And it is achieved not through targets, not through telling people, but by providing choice, opportunity and personal responsibility.
There are huge opportunities right now for people as they leave secondary education. Unemployment is at record lows—there is effectively full employment. In my constituency, the last time I checked, the unemployment rate was at just 2.1%; that is full functional employment. In fact, we have a need for more people. That creates opportunities.
Technical training through the UTCs and elsewhere is leading to the new industries that I have talked about. There is an increase in apprenticeships, whether they are tertiary apprenticeships or more technical ones. These are great; they are real opportunities. They are more diverse and complex, but I am really glad that the Government are getting behind them through careers advice.
Education does not stop when we leave school, and it does not stop at an apprenticeship. I particularly welcome the Government’s commitment to lifelong learning through the lifelong loan scheme and the lifelong learning entitlement. The modern economy requires that we develop and change our careers. I am on my third significant career, which may be one career too many for those on the Opposition Benches, but it is the modern way. It is exciting and a bit more nerve-wracking. We need to reskill, re-energise and go for additional careers. I am on the side of working people throughout their varied careers, and I am very pleased to be part of a party that supports that.
My hon. Friends the Members for Southend West, and for Broadland, pressed that point hard, and it is essential that we deliver on that. I hope that we can ensure that the programme supporting primary schools in areas of deprivation is backed not just in education investment areas, and areas in which we are setting out additional policy initiatives, but in pockets of deprivation in every constituency in the country, because we all have schools in areas where there are greater challenges, and where career aspirations are perhaps more limited.
Ahead of the debate—this is one reason why I was keen to speak in it—I was fortunate to talk to the organisation Primary Futures, which is engaging with schools up and down the country. I heard about the work it has done at Hollymount School in my constituency. I happen to be very familiar with the school, because before I became an MP, when I was a parliamentary candidate, I used to volunteer to read with the children. Primary Futures describes the school as “a non-selective state primary school serving an area of severe social deprivation in the Tolladine area of Worcester”. It has been doing some research with the University of Warwick, talking to the children about their aspirations, and there are some welcome findings. The vast majority of pupils surveyed—37 out of 44—believed that:
“English, Maths and Science can help me when I grow up”.
A similar number believed that:
“Learning at school is important for my future job”,
and a significant majority—nearly 30 out of the 44— agreed with the proposition that:
“There are lots of different jobs for me to do when I grow up”.
So far, so good.
Particularly pleasing is that, on the question whether
“Girls and boys can do the same job”,
more than 90% said yes, and not a single pupil said no. I was pleased because one of the last things I did as Minister for School Standards was give evidence to the Science and Technology Committee about girls in STEM. It is clear that there are no barriers to girls succeeding in STEM—succeeding in maths or physics—barring those that are artificially placed in front of them. We must keep on challenging those artificial barriers and encouraging people to pursue those careers.
In opening the debate, the hon. Member for Weaver Vale made many very good points. I absolutely agree with him about encouraging more employers to provide work experience placements. Where I perhaps disagree with him, along with my hon. Friend the Member for Broadland, is on the need for centralisation in this space. I think that the Careers and Enterprise Company has done some very good work; it has encouraged businesses from across the private sector to engage with schools in a way that they perhaps were not doing a few years ago. Organisations such as Primary Futures also do great work.
I happen to know—from my own patch but also from speaking to people in the Department for Education about it—that we have a fantastically well-functioning careers hub in Worcestershire, which is successfully getting that connectivity between schools and the private sector. It is bringing businesses in to talk to primary and secondary schools. If we can do it in Worcestershire, I am pretty sure that it can be done in other areas of the country, with the right support from organisations such as local enterprise partnerships, chambers of commerce, businesses and councils. I would like to see that happening much more widely.