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Transcript

Minister explains new V Level qualifications · DEEP INSIGHT

• 0:00
  Speaker 1: Barns Smith. Thank you very much indeed for join us
• 0:02
  Speaker 1: here once kind news tonight, and we are going to
• 0:03
  Speaker 1: get on to talk about the qualifications vcational qualifications in
• 0:08
  Speaker 1: the second but I don't want to start on one
• 0:10
  Speaker 1: of our top story tonight, which is the grooming Gang's inquiry.
• 0:15
  Speaker 1: It is clear for different reasons, but that some of
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  Speaker 1: the victims who are going to be involved in setting
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  Speaker 1: up this inquiry effectively aren't happy and that must be
• 0:24
  Speaker 1: of concern to the governments.
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  Speaker 2: Well, what I think is really important here is that
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  Speaker 2: we get on as quickly as possible is setting up
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  Speaker 2: the inquiries, but we do it in a way that
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  Speaker 2: maintains the confidence of victims, because what we need to
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  Speaker 2: happen here is for people to feel that actually we
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  Speaker 2: are getting to the bottom of what happened. We are
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  Speaker 2: ensuring that victims can feel confident that action is being taken.
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  Speaker 2: So yeah, of course you know there is a challenge,
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  Speaker 2: there isn't there between how quickly you can go and
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  Speaker 2: how you can engage victims. I have no doubt that
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  Speaker 2: my colleagues in the Home Office are working very hard
• 0:59
  Speaker 2: in order to make sure that they get this right.
• 1:01
  Speaker 1: But you're right in terms of that, because you know
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  Speaker 1: what some of these survivors seem to be suggested on
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  Speaker 1: some of the victims sem suggesting is that effectively there
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  Speaker 1: is no transparency here. They don't trust the process already,
• 1:11
  Speaker 1: and even there's been a lack of trust, hasn't it.
• 1:15
  Speaker 1: I think that's kind of what my thought is tonight.
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  Speaker 1: And it's by the way trust that is ebbed away
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  Speaker 1: from our police forces, from our social services, from big institutions.
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  Speaker 1: We're seeing that play out with the monarchy in the
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  Speaker 1: Church of England. How does government rebuild that trust, particularly
• 1:33
  Speaker 1: when it comes to people who don't necessarily trust the
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  Speaker 1: local police, or the local judiciary or the local social
• 1:39
  Speaker 1: services these days.
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  Speaker 2: Well, first of all, I think on the whole we
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  Speaker 2: still have in this country a good and a good
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  Speaker 2: police force, and you know, I hope that people would
• 1:54
  Speaker 2: feel able to trust them. But when, as you say, Darren,
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  Speaker 2: something has happened that has so undermined people's confidence that
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  Speaker 2: authorities are taking them seriously, when they feel that their
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  Speaker 2: voices haven't been heard, then it is important to make
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  Speaker 2: sure that they feel confident in the process, whilst also
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  Speaker 2: recognizing that people are saying, look, it's taken too long
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  Speaker 2: to get to this point, and now we need to
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  Speaker 2: see progress. Getting those two things right will be what
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  Speaker 2: my ministerial colleagues are really focused on.
• 2:24
  Speaker 1: Now, Okay, let's move on to these new V levels
• 2:30
  Speaker 1: vocational levels. What are you trying to achieve here? Is
• 2:35
  Speaker 1: it simply kind of streamlining.
• 2:37
  Speaker 2: No, it's more than that. It's about saying that we
• 2:40
  Speaker 2: in wanting to renew and rebuild the country at a
• 2:44
  Speaker 2: time when there are considerable shortages in the skills that
• 2:48
  Speaker 2: we need to do that, and at a time when
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  Speaker 2: young people want to be clear about how they can
• 2:53
  Speaker 2: get into the good jobs and the good opportunities that
• 2:56
  Speaker 2: there are for them later on in life. How we
• 2:59
  Speaker 2: can make a system that enables us to do all
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  Speaker 2: of those things. There are too many qualifications in the system.
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  Speaker 2: There are over nine hundred qualifications for people who don't
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  Speaker 2: want to do a levels or level. So it's important
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  Speaker 2: that we have a system whereby you can be clear
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  Speaker 2: that if you start on a qualification, you know where
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  Speaker 2: you might end up. So if you know you want
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  Speaker 2: to go to university or you're interested in academic study,
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  Speaker 2: the well established A level route is probably for you.
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  Speaker 2: If you know that you're clear about what occupation you
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  Speaker 2: want to do. T levels with their industrial placements are
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  Speaker 2: a brilliant way for you to focus on that particular occupation.
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  Speaker 2: But supposing you know that you want to learn in
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  Speaker 2: a more applied way, to be assessed in a perhaps
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  Speaker 2: in a more practical way, you're not completely sure that
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  Speaker 2: you know exactly what you want to do, but you
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  Speaker 2: know that's the way you learn best well. V levels
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  Speaker 2: based on national standards linked to what employers say that
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  Speaker 2: they want in those areas.
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  Speaker 1: Will be a really important concern here though, that we
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  Speaker 1: keep troppling in changing this. As you said, there's a
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  Speaker 1: lot of different names that have popped up over the years.
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  Speaker 1: Academias succeeds for two reasons, in the sense that there's
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  Speaker 1: just a long history of people wanting to appreciate that more.
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  Speaker 1: But also it's stayed pretty constant for a very long
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  Speaker 1: period of time. Is that when you keep changing things,
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  Speaker 1: rebranding them, that actually people go, I don't employers others go,
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  Speaker 1: I don't know what this actually mean.
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  Speaker 2: Well, look, you know, back before nineteen ninety seven, I
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  Speaker 2: was a teacher for eleven years, so I saw plenty
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  Speaker 2: of change. But what I also saw was a system,
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  Speaker 2: and the Prime Minister talked about this at our conference.
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  Speaker 2: Where academic qualifications, as you say, are well regarded, people
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  Speaker 2: understand them, they talk a lot about them, vocational and
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  Speaker 2: technical qualifications have not yet managed to get the currency,
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  Speaker 2: the credibility that they need to have in an economy
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  Speaker 2: and a society where we need people to take those
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  Speaker 2: routes into skilled work. We need people to be able
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  Speaker 2: to learn in a more applied way.
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  Speaker 1: How does the government change those really ingrained perceptions.
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  Speaker 2: Well, one of the ways you do it is by
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  Speaker 2: making sure that you're clear about the standards of them,
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  Speaker 2: that you're clear that they you know, if they say
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  Speaker 2: that they're preparing you for a vocational area or an occupation,
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  Speaker 2: that it's employers that have said, well, these are the
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  Speaker 2: things that we need people to learn. Then you can
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  Speaker 2: be clear that what you're learning is something that employers
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  Speaker 2: will then recognize. I think in doing that, we can
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  Speaker 2: both provide choice for people, for young people in terms
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  Speaker 2: of the route that they take, and we can make
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  Speaker 2: sure that that's a choice that is high quality and
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  Speaker 2: that will get them where they want to go, and
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  Speaker 2: that will help the country to develop the sorts of
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  Speaker 2: skills we need to renew and rebuild