Andy Burnham aims to embed technical skills in the UK’s education system on par with core subjects such as English and maths, with plans to offer technical pathways into the world of work to children from age 14. The plans come off the back of a troubling government report that found that over 1M young people today are NEET (Not in further Education Employment or Training), the largest figure in the last twelve years, that warned of the severe human and economic consequences of such a statistic.
The report confirmed the concerns that have been long vocalised, especially within the construction industry, that new talent has failed to keep up with current professionals reaching retirement age, creating a worrying skills gap in multiple industries. As Burnham continues to promise a nation-wide boost in council houses, ensuring an adequate workforce to carry out the challenge is a key priority.
Housing Executive: Future Foundations will be hosting a dedicated panel discussing the implications of the current skills gap, and exactly what is needed in order to encourage young talent into the pathways that can unlock the housing supply the UK needs. The Skills Gap, Building the Workforce of Tomorrow will take place in Zone Three, focused on people, homes and communities.
The new pathways will give students from year 10 and onwards the chance to combine core subject such as English and maths with technical education routes, that will seek to provide 14-year-olds with valuable early access to skills, work experience and connections with local employers. The changes seek to place practical skills and work routes on the same level as academic qualifications, and builds on previous work by Burnham in Manchester that saw the introduction of the Greater Manchester Baccalaureate (MBacc).
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Prime Minister Andy Burnham said:
“For too long in this country, students have been told that you must take the academic path to do well and to be respected. The whole school system has been built around it and that has let down young people seeking technical qualifications.
“I want an education system based on parity between academic and technical which gives all young people a clear path in life. From today, Britain will value the hard hat every bit as much as the graduation cap.
“In a fundamental change to the education system, we will introduce new technical education pathways from 14 – prestigious routes that will give students the chance to combine the core academic subjects with the skills, technical knowledge and experience they need to get quality, well-paid jobs where they live. My message to young people is this – whether you choose construction, coding or classics, or maths, manufacturing or mechanics, you’ll get the skills you need and be given the respect you deserve.
“Fixing the youth unemployment crisis in Britain will require a major shake-up in how we do things – and that’s what this government will do. I want to ensure that our education system leaves no dead ends for our young people. The changes we’re announcing today will just be the start of our work to restore opportunity and hope across the country.”
The National Federation of Builders (NFB) previously broadcast their belief that construction could play a key role in solving the NEET crisis, and responded positively to the recent decisions. Rico Wojtulewicz, Director of Policy and Market Insight, said: “The desire to implement this policy by 2028 shows Prime Minister Burnham is determined to tackle the NEET crisis. It is worth noting that changes to health and safety regulations for under 16’s will be needed to ensure there aren’t any workplace access barriers.
“The soft influence of this change cannot be understated, as parents, learners and teachers will begin to view technical education more positively, aligning it with career paths. To further cement this shift in how the UK education system is viewed, we hope to convince Andy Burnham that changing the subject ‘Design and Technology’ to ‘Design, Construction and Technology’ would mean children from the age of 11 would start to consider construction, not just buildings, as part of their education pathway.”
