Future Skills Programmes: Universities

[Sir Desmond Swayne in the Chair]

16:00:00

Sir Ed Davey will move the motion and the Minister will respond. As is the convention for 30-minute debates, there will not be an opportunity for the Member in charge to wind up.

I beg to move, That this House has considered Government support for future skills programmes at universities. It is really a pleasure to speak in your presence, Sir Desmond. I also thank the Minister, who knows that my aim in this debate is to give the Government a present—a present in the form of an idea that would revolutionise higher education, boost skills across our economy and be an engine of real growth. But it is more than that; it is an idea that could enhance the quality of life of millions of people, as it is also about social mobility and social justice—equality of opportunity in action. It is an idea that has already been fully and professionally researched, with thousands of businesses across the UK inputting into the completed research. This well researched idea has also been piloted and tested on real, live students. Moreover, it is an idea in its third year of practical roll-out. This is happening now, and it is being fully evaluated as it is put into action. It is a present that is, shall we say, oven ready.

I commend the right hon. Member for bringing forward the debate. I was saying beforehand that Queen’s University in Belfast is already doing this. It runs these online skills courses and programmes, through shadowing and other incentives. Does the right hon. Member agree that greater Government support could only help even more students to give those few hours per semester to achieve greater personal growth and better foundational skills—the very objective that he is trying to achieve?

It is always a pleasure to take an intervention from the hon. Gentleman, but I am going to push back a little bit, because I do not think any university is doing what Kingston University is doing—it might be partially —so I hope that he will listen to the rest of my remarks. I think that this idea can be rolled out across England and, indeed, the whole UK and that it has the potential to help our schools, too. If that is not enough to intrigue and interest the Minister, I am not sure what is, but here is the icing on the cake: it will not cost very much. I hope I have got the Minister’s attention now. It is an idea that is very affordable. I am super-proud to say that this idea has been researched, developed, piloted, tested and rolled out in the fabulous university in my constituency—Kingston University. I am about to unwrap this present, but in advance of the reveal, let me be clear that I have one main, simple ask of the Minister today. Please can she or her ministerial colleagues come to Kingston University to hear more from the academics involved, but above all to listen to the inspiring students who are already benefiting? And please come soon, before decisions are made in the spending review later this year, because I think students across the country can benefit from this. Here is the present. Kingston University has developed a programme that it calls Future Skills, with the future skills being ones identified by business through a major research programme. There are nine skills in all. They are creative problem solving, digital competency including AI, adaptability, having a questioning mindset, empathy, collaboration, being enterprising, resilience, and self-awareness—something we could all do with in this House. The Minister will recognise, I hope, that these are essential life skills, but they are rarely taught, at least not directly. There is no undergraduate course with all these skills in the curriculum, yet they are the future skills that businesses say they want people to have. Some people in other higher education institutions might say, “Well, we do that. We teach those skills, but in other ways. There’s nothing special to see here.” They would be wrong. Kingston University has developed modules for all these skills and insists that every single undergraduate takes these modules, whatever their main subject. They might be studying engineering or fashion—Kingston University, by the way, is in the top five in the UK, and is top in London, for fashion and textiles; I thought I would just get that in. They might be studying computer science or cyber-security, or nursing. Whatever the degree, students at Kingston University now study these nine future skills as well. What is more, Kingston University has structured the teaching of these future skills across three years of undergraduate study in phases called navigate, explore and apply. A first-year undergraduate will experience those future skills in a programme called navigate, which is designed to support the student’s transition into university life. It involves workshops that show that these future skills are not abstract but real skills with huge significance. These workshops help students to navigate how they match up to the skills already. Are they naturally empathetic? Have they mastered AI? Are they good at collaboration and problem-solving? I guess the first-year undergraduate experience of the navigate phase of future skills could be described as self-assessment, where the student is offered relevant guidance and learning resources to develop all those skills. That first-year navigate phase was rolled out, after testing, for all Kingston University students in September 2023, reaching 5,300 students this academic year. This September’s Kingston freshers will be the third cohort to experience navigate and future skills. Students in their second year take future skills forward in a phase called explore. That involves students working directly with employers to build their knowledge of these future skills and an understanding of what they mean in practice. They do that in a variety of ways: in mock assessment centres and live projects, and through placements and site visits. Some people would say they do that already, but they do not. Explore has been tested for two years and rolled out for one. The full second year of Kingston students have been experiencing explore from last September, reaching more than 4,400 students. To take one example, an exercise developed with the John Lewis Partnership focused on Waitrose. Waitrose worked with Kingston students on actual questions and challenges that the business is facing, working with 600 second-year students from the university’s faculty of business and social science and the faculty of engineering, computing and the environment to help them to solve real problems. Students are devising a system to make it easier for Waitrose to capture and interpret data from its suppliers. Other students are shaping a business-to-business marketing communications strategy for Waitrose to encourage suppliers to adopt appropriate use of artificial intelligence to support data insight.

I thank the right hon. Member for securing this debate. As a former apprentice, I was taught those skills, but those who chose the academic route often lack them. It would be wonderful to see this approach rolled out to many universities and made a permanent feature, so that everyone benefits, not only from employability but in their daily life skills.

I am very happy to have that sign of support from the Government Benches already; we are making progress. After the navigate and explore phases, the final stage of the future skills programme for third-year undergraduates is called apply. Students take stock of what they have learned with the nine skills, and refine and tailor their learning of future skills towards their careers. The apply stage of future skills is being piloted, tested and finalised with some students as we speak, with a full-year roll-out for all third-year Kingston students from September 2025. I hope that that quite long description of Kingston University’s future skills helps the Minister and others to see that it is a well-thought through, properly researched and piloted programme, and it is happening. There is lot that Ministers and their officials can come and see for themselves, so I repeat my invite. If what I have said so far has not convinced the Minister—I find that hard to believe—here is another major argument. Big UK and international businesses, brands and organisations are coming to Kingston University because they love future skills.

Does my right hon. Friend agree that if the UK is to get the growth it needs from the new Tata Agratas gigafactory in Somerset, the University Centre Somerset in my constituency needs support from the Government to prepare the 4,000 new workers with the skills they need before they arrive?

My hon. Friend is absolutely right. He is a real champion for his university and the students there. My hon. Friend backs up my point that major businesses are loving the future skills programme at Kingston. The home-grown talent and skills are what employers actually need. I am talking about the likes of IBM, Adobe, Deloitte Digital, John Lewis, Formula 1, and Salutem Care and Education, to name but a few. Public sector managers are also coming to Kingston for the programme, from the NHS to the Met police and the Civil Aviation Authority. They are helping to shape the future skills curriculum, to innovate and to identify talent. I am sure that the Minister will be unsurprised at the excited interest in the AI element of future skills, where Kingston is linking digital competency with an understanding of the human aspects of exploiting AI—the added value of being a human, if you like. Another reason why I would like the Minister to visit soon is that the idea from Kingston University is already exciting interest from around the world. I fear that if someone in the Department for Education does not run with it now—frankly, this year—it will be yet another example of a great British innovation that is developed here but exploited elsewhere, because there has been interest from Korea and Singapore already. Education and political leaders in Korea and Singapore are engaging. Nanyang Technological University in Singapore, ranked 15th globally, is conducting research through its prestigious Centre for Cross Economy. It is speaking to thousands of businesses in the same way that Kingston University did in the UK, but Nanyang has far more resources and it is working at speed. But Kingston University is smart: it is partnering with Nanyang to explore international and business skills from perspectives in the east. With Korea and Singapore at the cutting edge of digital and AI innovation, the partnerships that Kingston is building have huge potential. That is just another aspect of the present I am bringing to the Government today. I should perhaps declare another constituency interest. Along with my hon. Friend the Member for Wimbledon (Mr Kohler), who is in his place, I represent more British Koreans than any other Member. As trade Minister between 2010 and 2012, I helped to push the EU-Korea free trade agreement, which had a major impact on international trade discussions at the time. If only we could resurrect such trade moments now. I would like to quote some students who have been living the future skills programme, and then I have a few more asks of the Minister. First, Abdurrahman, a computer science student, said: “Taking part in the Future Skills programme has helped me understand just how important and necessary these skills are for everyone to progress in their chosen career pathways. From simulating how to talk to employers in industry to prototyping a start-up company, it’s brought to life how to use these skills in an employment or business setting.” Paulina, a forensic psychology student, said: “Future Skills has been integrated so well into my different modules and all my different modules really highlight the importance of these skills. It has reignited the passion I came to university with, by enabling me to reflect on why I started my forensic psychology course and giving me a deeper insight into the career I want in the future.” Two Kingston University students, Amber and Rahman, are in the Public Gallery listening to the debate. They would be pleased and excited to talk to the Minister, or indeed other hon. Members, about their experience of the future skills programme after the debate. This is a full-on lobbying exercise. I will turn to my final asks of the Minister and Department. The main ask remains: please visit. Please engage soon. I invite the Minister to ask herself, “Is this a present? Is this an idea we can accept and get behind?” If she wants to get properly behind it, just a bit of cash would really help Kingston University to take it forward. So far, it has been funded by a combination of philanthropic support from the fabulous Mohn Westlake Foundation and the university itself. The Mohn Westlake Foundation has a commitment to making education accessible to the most disadvantaged students, and I put on record my thanks. I hope that is another reason why the Minister and the team at DFE will want to look at future skills at Kingston University: the role that it can play in social mobility, social justice and equal opportunity. I have some final suggestions for things that the Minister might consider when the team visits Kingston University—I hope she noticed the “when”. First, is there a way for the Government to help even more businesses to engage with Kingston University on future skills, perhaps by using the apprenticeship levy or the existing UK Research and Innovation budget? Secondly, will the Government help Kingston University as it continues to evaluate this approach and secure a long-term evidence base that can be shared with other higher education institutions? I am talking about something like a small research and development grant, which might cost as little as £500,000 over the next five years. Thirdly, will the Minister consider making a small innovation grant to enable a pilot expansion of the future skills programme into a secondary school or, indeed, another university? This approach could be taken down into secondary education, and it must surely be tried in other universities. Kingston has already identified potential partners in secondary and tertiary education, so deploying this idea elsewhere really will not cost much. It would be great to trial it with others. Fourthly, will the Minister request that the Office for Students fund some competitions to support others in higher education that might wish to consider developing and rolling out their own version of Kingston’s future skills? Finally, perhaps after a visit to Kingston University, which I know is going to happen, will the Minister and her team join me in the House of Commons on 18 June, when Kingston University will be launching its research with Nanyang to leading UK and international businesses, policymakers, academics and students? [Interruption.] That is 18 June—I see that the Minister is writing that down. I am sure that the Minister will see this idea as a very special present, and I want her to enjoy it with some amazing students and businesses. I thank you, Sir Desmond, and the Minister; I hope that she is as excited by the future skills programme as I am.

16:16:00

It is an honour to serve under your chairship, Sir Desmond. I congratulate the right hon. Member for Kingston and Surbiton (Ed Davey) on securing a debate on the Government’s support for future skills programmes at universities. I also thank him for speaking positively and passionately about the excellent contribution of Kingston University and, in particular, its navigate, explore and apply programmes. I also want to acknowledge the interventions from the hon. Member for Strangford (Jim Shannon), my hon. Friend the Member for Birmingham Hall Green and Moseley (Tahir Ali) and the hon. Member for Taunton and Wellington (Gideon Amos). I heard clearly the invite from the right hon. Member for Kingston and Surbiton, and although I will not commit my noble Friend Baroness Smith, the Minister for Skills, I will draw the invitation and the date of 18 June to her attention. It may surprise the right hon. Member that I undertook a post-qualifying course at Kingston University, so I can testify that it is one of the many outstanding universities in our country. I will set out the Government’s position in response to the right hon. Member. This debate addresses the need for our educational institutions to evolve and adapt to the demands of the modern workforce. By focusing on future skills, we aim to ensure that our universities are not only centres of academic excellence, but hubs of innovation and practical training. Doing so will equip our students with the necessary skills to thrive in an ever-changing global economy and drive the nation’s growth and prosperity. Skills are crucial to implementing the plan for change. This Government’s manifesto outlined our commitment to developing a comprehensive strategy for post-16 education and skills. Our aim is to dismantle barriers to opportunity, cultivate a skilled workforce and stimulate economic growth. This strategy will address how we can provide the skills our country requires, both now and in the future. Our objective is to establish a robust skills system in which everyone is empowered to succeed in life and work, with appropriate support for reskilling to adapt to the evolving economic landscape. That involves fostering a culture of lifelong learning, creating clear and coherent pathways for learners of all ages, and enhancing collaboration among skills partners within a framework of well-defined roles and responsibilities. We will release a vision paper for this strategy soon, and engage with all stakeholders across the system. A crucial element of the strategy is the reform of higher education, which will ensure that our universities play a pivotal role in supporting the development of future skills. By aligning higher education reforms with our broader skills strategy, we can create a cohesive and comprehensive approach to education and workforce development. As hon. Members will know, in November the Secretary of State announced five priorities for reform of the higher education system. We will expect our higher education providers, first, to play a stronger role in expanding access and improving outcomes for disadvantaged students; secondly, to make a stronger contribution to economic growth; thirdly, to play a greater civic role in their communities; fourthly, to raise the bar further on training standards to maintain and improve our world-leading reputation and drive out poor practice; and, finally, to drive a sustained efficiency and reform programme. The Government are committed to setting out a plan for reform of the higher education sector in the summer. Department for Education officials are currently working in partnership with the sector, the Department for Science, Innovation and Technology, UK Research and Innovation and the Office for Students to shape the changes to Government policy that will be needed to support that reform. Taken together, the changes will drive through reform in these areas, put our world-leading higher education sector on a more secure footing, and ensure that the sector is able to provide the skills required to deliver economic growth for the industrial strategy and support the wider change that the country needs in the years to come. In addition to higher education reform, the establishment of Skills England is a key component of our strategy. It was disappointing that the right hon. Member for Kingston and Surbiton and his party chose to vote against our transformation of the skills system yesterday, especially given the purpose of this debate. Skills England will play a crucial role in transforming our skills system, and will ensure that our workforce is equipped with the necessary skills to meet the demands of the modern economy. It is currently set up in shadow form within the Department for Education, and there are plans for it to be fully established in 2025. The Education Secretary has appointed Phil Smith CBE as its chair and Sir David Bell as its vice chair. Skills England will transform the skills system to make it truly world leading. It will help to build a high-skill, high-productivity workforce that is matched to employers’ needs to ensure that everyone, regardless of their background, can access the opportunities they need to thrive. Universities and colleges are already responding to the opportunities and challenges posed by artificial intelligence, and are considering those issues very seriously. Technology works best as a tool used by great teachers, and it is important to take a joined-up approach. Cheating of any kind is unacceptable. It threatens to undermine the reputation of our world-class higher education sector and devalues the hard work of those who succeed on their own merit. Through Skills England, the Government will build the highly trained workforce that employers need. That will drive economic growth and deliver the national, regional and local skills needs of the next decade. We are doing that because skills will play a critical and crucial role in the industrial strategy, driving growth through increased productivity and creating well-paid jobs, which increase opportunities for everyone.

Does the Minister agree that the skills agenda should not be left simply with universities and colleges, but should start at secondary school and continue all the way through? There should be no barriers to opportunity for young individuals who want to access it.

I thank my hon. Friend for making that excellent point. No one is too young to learn a skill. Skills should be learned throughout a child’s educational journey, and they should begin at home. Higher technical qualifications and universities go hand in hand in developing essential skills for the future for learners from all backgrounds. HTQs have been introduced to champion the quality available at levels 4 and 5, with qualifications that have been independently approved as providing the skills that employers need in specific occupations. They are helping to open up new opportunities for young people and are enabling adults to get the benefit of a university education. For example, Tarza undertook a level 5 HTQ in healthcare practice at Newcastle College university centre, and is now at the University of Sunderland completing her adult nursing bachelor’s. The HTQ at the university centre gave her the clinical skills she needed and allowed her to learn as a mature student, despite being out of education for so long beforehand. That is one example of many. The Government’s support for the future skills programmes at universities is a comprehensive and forward-thinking strategy designed to meet the evolving needs of the economy and society.

Where a major international investor is coming into the country—such as Tata, where 4,000 new employees will be needed—does the DFE support colleges and universities to set up the new apprenticeship and training programmes that they need in preparation for that massive international investment?

The hon. Member has pre-empted my next line: I am delighted in the steps that Kingston University has taken and is taking nationally and internationally. By implementing the post-16 education and skills strategy, reforming higher education, establishing Skills England and introducing the lifelong learning entitlement, we are laying the groundwork for a robust and dynamic skills system. Those initiatives will ensure that our educational institutions are not only centres of academic excellence, but hubs of innovation and practical training. They will provide individuals from all backgrounds with the opportunities they need to succeed, fostering a culture of lifelong learning and continuous development. As we move forward, it is essential that we continue to engage with all stakeholders, including educational providers, employers and learners to ensure that our strategies are effective and inclusive. Together, we can build a high-skill, high-productivity workforce that drives economic growth and social mobility, ensuring a prosperous future for all.

I have listened to the Minister’s speech. I was really impressed by all that she and her colleagues are doing, and I am delighted to know that she studied at Kingston University—she would be welcome back. I know that she is going to extend the invitation to her noble Friend, but could she also extend it to the Secretary of State? Part of the reason why Kingston University wants to partner, work and roll these programmes out with other universities is that it knows that there are a number of potential partners in the north and the north-east, which would be particularly pleasing to the Secretary of State.

Order. Interventions should be brief.

I thank the right hon. Member again for his tenacity, perseverance and pushiness—in the most polite way. Indeed, I will bring the invitation to the attention of the Secretary of State as well. Kingston University is doing some incredible and outstanding work, and that cannot be denied. Question put and agreed to.