Education (Environment and Sustainable Citizenship) Bill [HL]
(Limited Text - Ministerial Extracts only)
Read Full debateFriday 16th July 2021
(3 years, 5 months ago)
Lords ChamberEducation (Environment and Sustainable Citizenship) Bill [HL] 2021-22 Read Hansard Text
This text is a record of ministerial contributions to a debate held as part of the Education (Environment and Sustainable Citizenship) Bill [HL] 2021-22 passage through Parliament.
In 1993, the House of Lords Pepper vs. Hart decision provided that statements made by Government Ministers may be taken as illustrative of legislative intent as to the interpretation of law.
This extract highlights statements made by Government Ministers along with contextual remarks by other members. The full debate can be read here
This information is provided by Parallel Parliament and does not comprise part of the offical record
The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)
My Lords, I offer my congratulations, too, to the noble Lord, Lord Knight, on securing a Second Reading for his Education (Environment and Sustainable Citizenship) Bill and for securing so many Back-Bench speakers to speak last thing on a Friday.
It is a pleasure to address your Lordships as I am, as I have mentioned before, the Department for Education’s COP 26 Minister. I will be slightly unusual here and offer noble Lords a meeting to address the points made by the noble Lords, Lord Whitty and Lord Browne, with regard to the response to that. We are working at pace to make sure that what is delivered in COP is significant and displays the best of education.
To speak to the point from the noble Baroness, Lady Bakewell, I have specifically mentioned that we must profile how important this is for young people with special needs and disabilities. We have an opportunity to profile to the world the inclusion of those young people in education, which, unfortunately, is not the case in many countries around the world. I heard that message loud and clear. I met with the Climate Change Committee on 10 June with the noble Lord, Lord Deben, and that was a positive meeting.
While I agree with the sentiments of the Bill, I must express my reservations on its contents. I am, unfortunately, going to disappoint noble Lords in that we believe that the national curriculum already provides pupils with the knowledge they need to help address climate change now and in the future. The subjects of citizenship, science and geography all include content on the environment. Pupils learn about what improves and harms it and how economic choices affect environmental sustainability. I have to agree with the noble Baroness, Lady Gardner, that many young people already have a substantial body of knowledge around this.
Pupils are taught about weather patterns, climate zones and greenhouse gases, but noble Lords should also know that pupils are taught about how humans impact on the natural environment. This includes: the danger we pose to animal habitats—dealing with the point by the noble Baroness, Lady Fookes; the production of carbon dioxide by human activity and the effect that has on the climate; and how human and physical processes can work together to change landscapes, environments and the climate. The geography GCSE covers changing weather and climate, including the causes, consequences of, and responses to, extreme weather conditions and natural weather hazards. It is good news that between 2010 and 2020—partly because of the EBacc—there has been a 15% increase in the take-up of GCSE geography. To ensure that pupils have access to a higher level of study, as one noble Lord mentioned, the department has introduced an environmental science A-level.
I understand that the noble Lord is working with the Association for Citizenship Teaching to develop model lessons on climate change and sustainable citizenship that explore issues of environmental responsibility, alongside shaping and making the law. I applaud him for this excellent work. He has answered the queries made by my noble friend Lord Randall and the noble Baroness, Lady D’Souza. To address the initiative that the noble Lord, Lord McConnell, mentioned, I say that more than 20,000 of England’s schools take part in Eco Schools programmes.
Schools have the autonomy to go into as much depth on these subjects as they see fit. As my noble friend Lord Hannan mentioned, they are given considerable freedom in how they teach these subjects. Pupils can also study environmental texts in English or calculate emissions from different types of vehicles in mathematics, so there is the flexibility that the noble Baroness, Lady Young of Old Scone, mentioned.
I will mention one or two examples. The pupils at All Saints Catholic High School in Sheffield embed environmental sustainability messages in the textiles they develop in design and technology. Last year, during lockdown, the year 7 pupils at the Thomas Keble School in Stroud were asked to research and put into practice simple ideas to improve sustainability and the environment. These ideas ranged from water collectors to wildflower patches and improving water use in the home. The lessons were so successful that the school has decided to embed them in its citizenship teaching in future years. I disagree with the noble Baroness, Lady Bennett: it is not squeezed out. The curriculum is not as narrow as the noble Baroness, Lady Benjamin, mentioned. These are examples of what schools are doing.
Unfortunately, we know that teachers have been under incredible pressure to keep children learning during lockdown. Making any changes to the curriculum would only increase their workload. I am sure noble Lords agree that our priority is to provide stability at this time. Noble Lords will be aware that we have introduced RHSE into the curriculum. We have had feedback from teachers about needing more resources to help them teach that appropriately. There is also a short consultation about 2022 exams out at the moment. Unfortunately, I have to disagree with noble Lords: for the sake of our workforce, now is not the time to add anything to the curriculum.
Having discussed the content of the curriculum, I will talk about what the department is doing in other areas. We have established a sustainability and climate change unit. As the Minister responsible for school capital and the school estate, I point out to the noble Lords, Lord Browne and Lord Knight, that new schools are designed to be net zero by the end of this year. This is so important, because primary and secondary schools account for 25% of the UK’s total public sector building emissions. One of the first things I was told when I became a Minister in the department is that we are one of the country’s leading construction clients. It is such an important part of us meeting that 2050 target, and we take it incredibly seriously.
As part of this, the sustainability and climate change unit is exploring proposals to complement the curriculum through starting an environmental youth achievement award scheme to involve young people in efforts to understand, measure the environmental impact of and enhance the school estate. This will encourage contact and connectedness with the natural environment among young people.
We are also developing events for Youth and Empowerment Day at COP 26 in November, which we hope will give opportunities to young people and experts to exchange views and ideas and share best practice. As a country, this is an opportunity to showcase our strengths.
On the points made by the noble Lords, Lord Blunkett and Lord Browne, it is pleasing to note that there was an increase of 4,000 pupils in the uptake of GCSE citizenship between 2018 and 2020. The number of specialist teachers has remained stable at around 4,000. I hope that answers the point from the noble Lord, Lord Bhatia.
On the specific question from the noble Baroness, Lady Blackstone, we are working closely with UNESCO on sustainability and education in preparation for COP.
There were questions from the noble Baronesses, Lady Blackstone, Lady Benjamin and Lady Young of Old Scone, and the noble Lords, Lord Whitty and Lord Austin of Dudley, about the skills and post-16 work we are doing at the moment and the workforce we will need in future. The Institute for Apprenticeships and Technical Education has embedded environmental and sustainability aims in its processes to develop and update the employer-led occupational standards. Noble Lords might want to look at the Green Jobs Taskforce report published only a few days ago.
I do not believe that amending the curriculum is the right way to encourage pupils to learn about a sustainable environment. We trust our schools to instil that ethos and ability to care for others and the environment, and we have to trust our young people to learn from this and translate it into responsible citizenship.
Education (Environment and Sustainable Citizenship) Bill [HL]
(Limited Text - Ministerial Extracts only)
Read Full debateFriday 3rd December 2021
(3 years ago)
Lords ChamberEducation (Environment and Sustainable Citizenship) Bill [HL] 2021-22 Read Hansard Text Amendment Paper: HL Bill 11-I Amendment for Committee - (1 Dec 2021)
This text is a record of ministerial contributions to a debate held as part of the Education (Environment and Sustainable Citizenship) Bill [HL] 2021-22 passage through Parliament.
In 1993, the House of Lords Pepper vs. Hart decision provided that statements made by Government Ministers may be taken as illustrative of legislative intent as to the interpretation of law.
This extract highlights statements made by Government Ministers along with contextual remarks by other members. The full debate can be read here
This information is provided by Parallel Parliament and does not comprise part of the offical record
Lord Watson of Invergowrie (Lab)
My Lords, I fully support the amendment in the name of the noble Lord, Lord Blencathra, as it would strengthen my noble friend Lord Knight’s Bill. Since this excellent and necessary Bill had its Second Reading in July, we have had the COP 26 summit in Glasgow, a city that I was privileged to represent in two legislatures. If the campaign to combat climate change and build a sustainable environment has moved forward as a result of COP 26, it has done so only to a very limited extent. The agreement was ultimately disappointing, with loopholes that can be exploited and the appalling 11th-hour attempt by China and India to sabotage the entire event.
Every time I speak in one of these debates, when my noble friend Lord Adonis also speaks, I am reminded that, no matter however much I think I know about education legislation, or certainly recent legislation, I still have much to learn. In his speech, my noble friend recalled, perhaps with some nostalgia, the time that he spent in government together with my noble friend Lord Knight, when our noble friend Lord Blunkett was the Education Minister. Noble Lords may recall that, at Second Reading, my noble friend Lord Blunkett talked about the time when he introduced the order to include the teaching of citizenship. He made the point that,
“while it has been extremely successful in some schools, it has hardly been taught in others”.—[Official Report, 16/7/2021; col. 2129.]
That is the nub of the problem that the amendment proposed by the noble Lord, Lord Blencathra, deals with, because it would prevent it being taught in the curriculum as an option that schools can opt in to or out of.
The fact that COP 26 has taken place since we last considered this Bill has heightened the arguments for including sustainable education within the national curriculum. The role of young people, if it was in doubt, was thrown sharply into focus at some events around COP 26, which were inspirational to many. I certainly found it inspirational to watch the Fridays for the Future protest in Glasgow on 5 November, which gathered thousands of young people, many of them schoolchildren. Many Scottish local authorities had made it clear that, providing that parents informed schools of their children’s absence, no action would be taken against them for being on the protest. I have to say, it is hard to imagine such an enlightened approach being taken by DfE Ministers, but that in a microcosm highlights the widely different attitude to ensuring that children are fully absorbed in the detail of the need for action to combat climate change between the different parts of Britain. That was highlighted at Second Reading in reference to the situation in Wales and Scotland.
In July, officials from the DfE gave evidence to the Environment and Climate Change Committee of your Lordships’ House, suggesting that the Government would be establishing England as a trailblazer on climate education. This Government seem to enjoy blazing trails, especially in the DfE. At the moment we have, inter alia, trailblazers on T-levels and trailblazers on the new local skills improvement plans. Can the Minister say what her department has done since July to take forward that trailblazing pledge? They have dropped the ball in terms of this Bill, which would have been a perfect means of helping to meet their pledge.
We know, as I have said, that the lead in enshrining sustainability in the curriculum has been taken by the Scottish and Welsh Governments. It is of course instructive that neither of those legislatures is under Conservative control because, if that were the case, children in those countries would be denied the right to learn meaningfully about sustainable citizenship in the way that their English counterparts currently do. However, my noble friend’s Bill offers a way forward that will essentially mean that there is a common approach across Britain, and it is much to be regretted that, as I suspect, the Minister in her reply will repeat the line taken by her predecessor in July—although, of course, I shall be happy to be proved wrong in that assertion.
At Second Reading, most noble Lords acknowledged that England must do better on climate and sustainability education. COP 26 has reinforced the fact that young people, including school students, are fully committed to bringing about a more sustainable future for their own and their children’s generations. So will the Minister offer them hope that teaching in our schools will more meaningfully support that aim and will be guaranteed in doing so by regulations through this amendment?
The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)
My Lords, I thank my noble friend Lord Blencathra for highlighting the importance of parliamentary scrutiny. The Government agree that guidance should not be used as a means to circumvent scrutiny and should be used only where it is proportionate to do so. As my noble friend understands—probably better than anyone else in this Committee—the purpose of guidance is to aid policy implementation by supplementing legal rules. If a policy is to create rules that must be followed, the Government accept that this should be achieved using regulations subject to parliamentary scrutiny, not guidance.
Education (Environment and Sustainable Citizenship) Bill [HL]
(Limited Text - Ministerial Extracts only)
Read Full debateFriday 4th March 2022
(2 years, 9 months ago)
Lords ChamberEducation (Environment and Sustainable Citizenship) Bill [HL] 2021-22 Read Hansard Text Amendment Paper: HL Bill 11-I Amendment for Committee - (1 Dec 2021)
This text is a record of ministerial contributions to a debate held as part of the Education (Environment and Sustainable Citizenship) Bill [HL] 2021-22 passage through Parliament.
In 1993, the House of Lords Pepper vs. Hart decision provided that statements made by Government Ministers may be taken as illustrative of legislative intent as to the interpretation of law.
This extract highlights statements made by Government Ministers along with contextual remarks by other members. The full debate can be read here
This information is provided by Parallel Parliament and does not comprise part of the offical record
Lord Watson of Invergowrie (Lab)
My Lords, we are all indebted to my noble friend Lord Knight for bringing this Bill forward and, in doing so, drawing on his long-established commitment to and campaigning on sustainability and environmental education.
At earlier stages of the Bill, both the Minister and her predecessor said the Bill was unnecessary as schools could be trusted to teach pupils about the issues that combine to create the climate emergency as part of citizenship education. But young people themselves tell us that that is not enough. The Government should—and, I believe, could—support it as one way of reinforcing the messages they sent out at COP 26. I know that is not going to happen, but we on these Benches support my noble friend’s Bill and wish it well in another place.
The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)
My Lords, I thank the noble Lord, Lord Knight of Weymouth, for highlighting this very important issue. While the Government agree with the sentiment of the Bill, as the noble Lord, Lord Watson, just suggested, they do not believe that amending the curriculum is the right way to encourage pupils to learn about a sustainable environment. The subjects of citizenship, science and geography all include content on sustainability and the environment, and schools have the autonomy to go into as much depth on these subjects as they see fit.
We are taking action to support schools to develop further pupil knowledge and skills in relation to these very important issues. Our draft sustainability and climate change strategy, which we announced at COP 26, set out two new initiatives: the national education nature park and the climate leaders award. Together, these schemes will build on knowledge gained in the classroom to provide practical opportunities for all pupils to learn more about nature and biodiversity, develop key digital skills that are essential components to solving climate change and be empowered to take positive action. Alongside this, teachers will have access to improved training in climate education, including a primary science module curriculum, science CPD and free access to high-quality resources. We have engaged widely and plan to publish the final strategy in April.
Lord Knight of Weymouth (Lab)
My Lords, I am grateful to my noble friends Lord Blunkett and Lord Watson—particularly my noble friend Lord Blunkett, who is the father of citizenship in our schools. I think my noble friend Lord Watson’s comments about the views of young people that autonomy is not delivering are shared by teachers. If the Minister, or her colleague Robin Walker, had the appetite and the time to meet with me and Darren Jones before the Bill goes to the other place, we would be very grateful.
Baroness Barran (Con)
Either I or, even better, my honourable friend in the other place would be delighted to meet with the noble Lord.