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Happy VQ day. It's time to upskill Britain Happy VQ day. It's time to upskill Britain
(4 months later)
There is an emerging consensus around the need to rebalance our economy. In the 21st century, we cannot compete on a low-skill, low-wage model with places like China and Singapore, where workers are paid a fraction of what they are in the UK. We need to drive growth from the high end of the value chain.There is an emerging consensus around the need to rebalance our economy. In the 21st century, we cannot compete on a low-skill, low-wage model with places like China and Singapore, where workers are paid a fraction of what they are in the UK. We need to drive growth from the high end of the value chain.
Today is VQ Day, a celebration of vocational qualifications. These are critical to building a new economy and ensuring our competitiveness. But too often young people don't progress, getting stuck in a revolving door of low-level qualifications. A new settlement is required that gives young people a gold standard to aim for, increases the skills of the workforce and supports employers to use and develop those skills.Today is VQ Day, a celebration of vocational qualifications. These are critical to building a new economy and ensuring our competitiveness. But too often young people don't progress, getting stuck in a revolving door of low-level qualifications. A new settlement is required that gives young people a gold standard to aim for, increases the skills of the workforce and supports employers to use and develop those skills.
Labour began to tackle this challenge during our time in office. In 1994, 22% of the workforce had no qualifications. By 2005 this had fallen to 13%. Today feels very different. Almost one million young people in the UK are unemployed. Investment in skills has been slashed, subjects such as engineering undermined, work experience opportunities cut and independent careers advice ended. While David Cameron talks about a global skills race, he is pursuing a race to the bottom.Labour began to tackle this challenge during our time in office. In 1994, 22% of the workforce had no qualifications. By 2005 this had fallen to 13%. Today feels very different. Almost one million young people in the UK are unemployed. Investment in skills has been slashed, subjects such as engineering undermined, work experience opportunities cut and independent careers advice ended. While David Cameron talks about a global skills race, he is pursuing a race to the bottom.
By contrast, we have announced our plans to drive up the standard of vocational qualifications. This includes a new Tech Bacc at 18, with rigorous courses accredited by employers, high-quality work experience and all students doing English and maths to 18.By contrast, we have announced our plans to drive up the standard of vocational qualifications. This includes a new Tech Bacc at 18, with rigorous courses accredited by employers, high-quality work experience and all students doing English and maths to 18.
Addressing our skills deficit, on both the supply and demand sides, is critical to rebalancing our economy. Labour would ensure that far more young people get the chance to do a high quality apprenticeship, by using government contracts to create more opportunities.Addressing our skills deficit, on both the supply and demand sides, is critical to rebalancing our economy. Labour would ensure that far more young people get the chance to do a high quality apprenticeship, by using government contracts to create more opportunities.
We also need to improve the standards in our further education colleges, which aren't good enough. In 2012, Ofsted did not judge a single college to be outstanding for teaching and learning. Eighty per cent of young people who leave school without five good GCSEs, including in English and maths, do not reach that benchmark after two years in college.We also need to improve the standards in our further education colleges, which aren't good enough. In 2012, Ofsted did not judge a single college to be outstanding for teaching and learning. Eighty per cent of young people who leave school without five good GCSEs, including in English and maths, do not reach that benchmark after two years in college.
Currently further education teachers don't need to have a good (A*-C) GCSE in English and maths to teach in a college. That's why one of the first recommendations from Labour's Skills Taskforce is to ensure they do. How else can we expect them to teach these subjects?Currently further education teachers don't need to have a good (A*-C) GCSE in English and maths to teach in a college. That's why one of the first recommendations from Labour's Skills Taskforce is to ensure they do. How else can we expect them to teach these subjects?
Second, industries are changing rapidly, but 30% of teachers and trainers never or hardly ever update their experience. We support the idea from EEF, the manufacturing organisation, that further education teachers should spend time each year within a business to gain first-hand experience of the workplace.Second, industries are changing rapidly, but 30% of teachers and trainers never or hardly ever update their experience. We support the idea from EEF, the manufacturing organisation, that further education teachers should spend time each year within a business to gain first-hand experience of the workplace.
I want to look at how we can create new centres of excellence for vocational learning – the equivalent of Oxbridge for technical education. These would be world-class colleges, aimed at attracting the brightest and best students, like the Swiss Federal Institute of Technology in Zurich or the Indian Institute of Technology Bombay.I want to look at how we can create new centres of excellence for vocational learning – the equivalent of Oxbridge for technical education. These would be world-class colleges, aimed at attracting the brightest and best students, like the Swiss Federal Institute of Technology in Zurich or the Indian Institute of Technology Bombay.
In February, I visited Switzerland. Nothing sums up their attitude more than the phrase they use for vocational education: zweiter königsweg meaning "a second king's path" that runs alongside higher education. The vocational route is just as prestigious as the academic one and chosen by two-fifths of the highest achievers. Two-thirds of Swiss students are enrolled in vocational programmes from the age of 15, more than twice the level in the UK. This isn't just for construction or engineering firms; high-profile financial services firms such as UBS and Credit Suisse have impressive apprenticeship programmes that our own City institutions could learn from.In February, I visited Switzerland. Nothing sums up their attitude more than the phrase they use for vocational education: zweiter königsweg meaning "a second king's path" that runs alongside higher education. The vocational route is just as prestigious as the academic one and chosen by two-fifths of the highest achievers. Two-thirds of Swiss students are enrolled in vocational programmes from the age of 15, more than twice the level in the UK. This isn't just for construction or engineering firms; high-profile financial services firms such as UBS and Credit Suisse have impressive apprenticeship programmes that our own City institutions could learn from.
It's no wonder that Switzerland has the lowest rate of young people out of work in the OECD – around 7%, compared with 20% in the UK. We could learn from Switzerland how to get more young people into employment and training. Part of the solution is getting more young people to see vocational education as an attractive and worthwhile option.It's no wonder that Switzerland has the lowest rate of young people out of work in the OECD – around 7%, compared with 20% in the UK. We could learn from Switzerland how to get more young people into employment and training. Part of the solution is getting more young people to see vocational education as an attractive and worthwhile option.
To effectively rebalance our economy, we need a skills system which meets the needs of our economy and leaves no one behind.To effectively rebalance our economy, we need a skills system which meets the needs of our economy and leaves no one behind.
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