Education Bill

I am very happy to oblige the Committee. As my amendment has already been referred to several times and spoken to very eloquently by the noble Baroness, Lady Brinton, there is not really a lot for to me to say, but it is obviously correct that I should speak to it. Before I do that, I want to make a few comments on some of the other amendments in this large group. Some work is required on the section of the Bill dealing with careers guidance to ensure that it is effectively disability-proofed. I know that the Minister is very sympathetic on that matter, so I hope that he will be able to give me reassurances on one or two points. First, in supporting the amendment moved by the noble Baroness, Lady Brinton, I seek clarification. When the amendment refers to ““professionally qualified”” careers practitioners, is it clear that the new professional quality standards include comprehensive training for all careers guidance practitioners on working with disabled young people and adults? It is very important that those working in the field should know about the barriers which disabled people experience, the perceptual barriers that often restrict their career choices. I also want to be sure that the triennial report for which the noble Lord, Lord Boswell, calls in his amendment would include the effect of the provisions in this section of the Bill on disadvantaged groups of young people, specifically including young people with a learning difficulty and/or disability. I should like to say a little more about Amendments 86E and 86F in the name of the noble Baronesses, Lady Hughes and Lady Jones, because they deal with a very important issue: the age range during which careers guidance should be provided. Those two amendments would extend the age range through which schools must provide careers guidance from 14 to 16 to 12 to 18. That is particularly necessary for disabled young people, as many will stay in school up to the age of 19, and their most critical decisions usually take place between the ages of 16 and 19. The Equality and Human Rights Commission is concerned that the age range for careers guidance provided for in the Bill is too narrow. It is particularly concerned that starting careers guidance at 14 is too late adequately to address equality issues associated with subjects or career choices. It is also concerned that the new duty requiring careers guidance to be delivered at key stage 4 only, from 14 to 16, will mean a regression from the current statutory provision that requires a programme of careers education to be delivered for key stages 3 and 4, from 11 to 16. Young people begin to develop ideas about careers at an early age, and the commission’s evidence suggests that starting careers guidance at 14 will present a major barrier to raising aspirations and equipping young people to make future decisions free from stereotyped ideas. Evidence-based reviews and research have consistently called for career-related learning to begin in primary school—as it currently does in Scotland, which is usually ahead of England in educational matters—so that high aspirations and achievement can be encouraged early. A new report from the commission indicates that primary school pupils’ aspirations are formed and are higher at a relatively young age. The noble Baroness, Lady Howe of Idlicote, has already referred to the evidence from that report which shows that three-quarters of children at primary school want to go into higher education—among girls, this figure is more than 80 per cent. Gender influences begin very early, with boys in primary school interested in sport and girls in performance, hairdressing and nursing. Evidence from the EHRC’s triennial review reveals the extent to which particular groups continue to experience a higher level of occupational segregation, particularly related to gender, ethnicity and disability. The commission believes that school careers services have a key role in providing clear, impartial guidance to help inform young people’s choices for long-term career-related experiences and progression, free from career-limiting stereotyped ideas. Before I sit down, I clearly need to refer to my amendment, which would place a duty on the governing bodies and head teachers of schools to provide unlimited face-to-face careers guidance for all young people with a learning difficulty and/or disability, whether or not they have a statement of special educational needs and in both mainstream and specialist settings. The amendment more or less speaks for itself. It is a good idea that the Secretary of State should prescribe standards for careers guidance, in the manner provided for in the new clause tabled by the noble Baronesses, Lady Hughes and Lady Jones. It is obviously right that we should place on governing bodies and head teachers of schools a duty to comply with the standards set out by the Secretary of State. I want to underline two particular points in my new clause. First, on ““face-to-face””, we know that the careers service will offer web-based and telephone helpline advice for all students, but disabled learners, in particular, require face-to-face support. Secondly, I have put ““unlimited”” in the new clause simply to ensure that the duty is to provide as much guidance as is required and that it is not arbitrarily limited to a set amount or quota. I hope very much that this new clause will commend itself to the Minister, as it seeks to impose duties at the local level, where they can most effectively be implemented.