Apprenticeships: Entry Requirements

Question

14:51:00

Asked by

To ask His Majesty’s Government how they support people enter the apprenticeship system who have not been able to meet the entry requirements, including on literacy.

My Lords, apprenticeships are jobs with training, so it is employers who make recruitment decisions. But we have introduced flexibilities, so that adult apprentices no longer need to achieve stand-alone English and maths qualifications, while strengthening job-specific English and maths training. This will allow more adults to access apprenticeships and support thousands more to achieve them, helping to meet skills shortages in sectors such as construction and healthcare. Apprentices under 19 must still achieve these qualifications, putting them in the best possible position to progress in life and work.

My Lords, I am pleased to hear that Answer. But the potential of a very large proportion of 16 to 18 year-olds in the Gypsy, Roma and Traveller communities—a larger proportion than for any other minority ethnic group—to enter further education and/or to gain the apprenticeship status which could get them employment is still not being realised. In the years 2019-24, their entry into apprenticeships was never more than 170 per year. Does my noble friend the Minister agree that the main reason, the significant drop-off in secondary school attendance and attainment for these children, needs targeted research into the many causes, encouragement of schools to sign up to the pledge to create a Gypsy, Roma and Traveller-friendly environment, and specific interim action; for instance, to expand the relaxation—

Question!

It is coming—to expand the relaxation of the requirement for level 2 maths and English for young people judged to be capable?

My noble friend is a valued advocate for Gypsy, Roma and Traveller communities, and her work is important in helping us to understand what more the education system needs to do to enable their achievement. We recognise the issues faced by young people in those communities and want them to thrive, whether at school or in work. I want more people from underrepresented backgrounds to be able to access apprenticeships. I attended a very useful round table with some of our largest employers just this morning to talk about this issue. We are developing new foundation apprenticeships for those starting their careers. This is also an important step towards our youth guarantee of education, employment or training for every young person.

My Lords, I support what the Government are doing in reducing the levels of numeracy and literacy for apprentices starting. The House should remember that the apprentices of the 18th century who created the Industrial Revolution did not sit numeracy or literacy tests. The colleges for which I am responsible—the university technical colleges—produce 20% of the students in this country becoming apprentices at 18, while schools produce only 4%. As a result of these changes, I am sure that our percentage will increase, meaning that many more youngsters will be able to benefit from high-quality apprenticeship training.

The noble Lord goes slightly further back in history than I do; nevertheless, I understand and share his view. We expect apprentices to continue to learn the maths skills and the English and communication skills necessary for the occupational standards within which they do their apprenticeship, but not to have to pass a separate qualification in maths and English. I reiterate that we will still expect young people up to 18 to study and achieve qualifications in English and maths.

My Lords, the Minister’s response to the noble Baroness’s Question was most encouraging, because she well understands that this generation of young people have experienced a great deal of disruption in their education; not just during but since the pandemic, there has been a great deal of absenteeism in schools, as she knows. Can she assure the House that we will not only encourage this generation of young people but demonstrate to them how much we value their potential?

The noble Lord is absolutely right that we need to work harder to make sure that all children are able to succeed in school and that all young people have the opportunities to then go on in education or training. In the area of apprenticeships, that is one of the reasons for introducing, as we will do later this year, foundation apprenticeships, which will provide that first step on the employment and training ladder for young people who perhaps would not otherwise have been able to access it. We will continue to find ways to ensure that all young people, particularly those from disadvantaged backgrounds or those who have faced other challenges in life, can fully achieve the opportunities that they deserve and can make the most of them in their lives.

My Lords, does the Minister agree that the vast number of people who have special educational needs—I declare my interests in this field—and who can have their problems in education solved by using voice-activation and readback facilities to access at least English, should be allowed to do so, as these facilities are so readily available? Without them, we would exclude a lot of people with the mere notion of exams or qualifications.

The noble Lord is right that assistive technology can make a big difference both to children in school and to young people as they enter training and higher education. That is why, for higher education, we will continue to ensure that the disabled students’ allowance provides support for students to fully access learning, and why we make specific provision for young people entering apprenticeships who have an education, health and care plan.

My Lords, bearing in mind the crucial significance of the maritime sector to our nation’s wealth—and, indeed, survival—can my noble friend the Minister say what we are doing to encourage more maritime apprenticeships both in the Merchant Navy and more widely?

My noble friend is right about that. I will write to him with some of the details about the occupational standards that already exist to enable apprenticeships in the maritime industry. We have seen a development of these occupational standards, supported by employers and others. I agree with him that ensuring this apprenticeship route—whether into the maritime industry or more broadly, particularly across industrial areas that have been identified in the industrial strategy—is a crucial way to enable growth and opportunities for individual young people.

My Lords, the Minister says that the Government are committed to making sure that young people have a good grounding in English and maths. If that is the case, why have the Government cut the number of hours of maths teaching in colleges from four to three hours a week?

We provided a continuation of the expectation that young people who have not achieved level 2 in English and maths continue to have the ability to study those subjects. We continued the funding to enable that and provided some flexibility for colleges to deliver that in a way that is most appropriate for them.

My Lords, what can the Minister say about the plans for the proposed new growth and skills levy? How will that, first of all, increase the number of apprenticeships being taken up by younger people aged 16 to 25—which is disappointingly low—and, secondly, how will it promote greater provision of apprenticeships by small and medium enterprises?

The noble Lord is right to ask us about the growth and skills levy. The current apprenticeship levy and system are—employers tell us—too inflexible and do not allow some of the provision that would ensure precisely that more young people are able to enter apprenticeships. That is why, at the first stage of delivering flexibilities in the growth and skills levy, we will introduce foundation apprenticeships along the lines I outlined, which will encourage far more young people to come into apprenticeships. In doing that, we will also support the small and medium-sized enterprises, which tend to have younger people as apprentices and take more people from disadvantaged backgrounds. We will also introduce flexibility around the minimum length of an apprenticeship, so that in areas where it makes sense to teach the whole standard in a shorter time, or for those who already have a considerable amount of prior learning, that minimum will go to eight rather than 12 months.

My Lords, every young person is good at something. Finding that is not always easy. The required level in maths and English for entry to FE and apprenticeships acts as a barrier to Gypsy and Traveller young people. Does the Minister agree that it would be more effective to open up technical and vocational training schemes to these young people, without the need for relevant levels in maths and English, to enable them to fulfil their full potential?

To be clear, the issue is not that not having maths and English prevents you starting an apprenticeship. That is up to the employer to determine who they recruit to the job that will go alongside the apprenticeship. It also does not stop people from entering college. However, for 16 to 18 year-olds in particular, to ensure that they have the best opportunity to progress in life and they have the basic skills that will enable them to do so, we expect that they then pursue—between 16 and 18—the learning and qualifications necessary to give them those basic skills in English and maths.