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The Minister of State, Department for Education (Mr Nick Gibb)
I congratulate my hon. Friend the Member for Southport (John Pugh) on securing this important debate and on his interesting opening speech. He need not apologise to my hon. Friend the Member for Grantham and Stamford (Nick Boles) or me for a second contribution on educational matters—these are important issues and it is always a pleasure to hear what he has to say.
My hon. Friend the Member for Southport is right to say—we need to reiterate this—that design and technology is absolutely not just an alternative for those young people who are not academically inclined; it is an important subject in its own right. Indeed, the expert panel that we appointed to look into evidence from around the world for our national curriculum review recommended in the report that we published before Christmas that design and technology should become a basic curriculum subject, with greater freedom for schools to teach what they want, free from the constrictions of a programme of study, to encourage innovation and an individual approach. The national curriculum review will consider that before providing final recommendations to the Secretary of State.
My hon. Friend has strong views about the importance of technology in primary schools and schools in general, and has voiced his concerns about the risk that too rigid a policy on the provision of technology to schools can stifle the very innovation that we all seek. Of course, technology can never supplant good teaching, but the effective use of digital technology can support good teaching and help raise standards in schools. We need to support the effective and innovative use of technology in schools, with good practice being developed and shared between them. That means not only exposing children to technology and encouraging them to feel comfortable with it, but promoting technology as a useful tool in itself and as a means to help develop general teaching in schools.
We do not seek to micro-manage the application of technology. As we stressed in the schools White Paper, it is for individual schools to identify their own needs and to address them as they think best. We need to encourage and enable teachers to take better advantage of the great opportunities presented by the burgeoning range of digital technologies, and to use them to improve their teaching and efficiency.
As my hon. Friend has said, the Secretary of State emphasised the fact that technology is a priority in his speech to the Schools Network conference last month and at the BETT technology show this morning. Like me, he wants to encourage the innovative use of technology both within and beyond the classroom. We need to equip our pupils with the technical skills and the knowledge to meet the needs of the 21st-century workplace.
This country has an exemplary record on the use of technology in schools. There is on average one computer for every seven primary school pupils, and one for every three in secondary schools. Primary schools spend an average of £12,400 each year on information and communications technology, and an additional sum of almost £1,500 on software and content. No one should doubt the importance that we attach to the use of technology to support our teachers.
I recognise that some will fear that the passing of Becta, to which my hon. Friend referred, has left a gap in the provision to schools of specialist advice on technology. We are in a period of transition, but this should be seen as an opportunity for the commercial sector and professional organisations to adapt their services to fill that gap.
My hon. Friend has spoken about the curriculum. We are in the process of reviewing both the national curriculum and the suite of qualifications. I think that we all agree that the current ICT curriculum, to which he has referred, is in need of an overhaul. It is outdated and needs to be reformed. We see the teaching of technology-related knowledge and skills as an important part of a broad and balanced curriculum that schools offer their pupils, but it is also our belief that, in a fast-moving and continuously evolving area such as ICT and technology in general, central Government are not necessarily best placed to define the knowledge that pupils need to acquire. As my hon. Friend has said of the early career of Bill Gates, he did not learn the skills that he used to build the Microsoft empire from technology lessons at school. He had a general, good education and he used it to develop his own work in understanding computers and software.
I have been fortunate over the past few months to meet representatives of those who work in the industry, particularly the ICT industry, who are concerned about the lack of a rigorous foundation in programming and the consequences of that for the wider economy. They are persuasive advocates and their detailed submissions to the national curriculum review have been very welcome.
As my hon. Friend has mentioned, the Secretary of State addressed the BETT technology show and took the opportunity to announce that the Department for Education will shortly open a consultation on the withdrawal of the existing national curriculum programmes of study for ICT from September this year. This is an interim measure that is intended to give schools more flexibility to develop their own programmes of study to meet the needs of their pupils more effectively. This move may have come as a surprise to many people, and we recognise that we are taking a wholly new approach.
Mr Stuart
I am grateful to the Minister. I, too, have met, in recent months, representatives who have made an impressive case. Can he explain—because I do not know the answer—why, until last year, there was not a single computer science GCSE? All we had were programmes of study and qualifications in, as he has said, operating programmes. The actual educational material was not in the courses. Why was that? How did we get into that position, and how will we make sure that we will not allow such things to happen in future?
Mr Gibb
My hon. Friend is right and that situation undermines the status of ICT. We have seen that in the GCSE figures. In 2000-01, something like 95,200 people took the GCSE in ICT, and last year that figure went down to 31,800, so something has gone very wrong with the content of the specification in ICT GCSE and in the programmes of study that were in recent reviews and that have led to this problem. There is a widespread belief that the existing programmes of study for the subject lack ambition, and that they serve to inhibit schools from engaging with innovative and inspiring ICT initiatives. We have heard that from so many sources—from teachers and pupils, from industry and, indeed, from my hon. Friend just now.
Some of the biggest names in the computer-related industries have told us that, in its current form, ICT is turning pupils away. That, in turn, is hampering the development of more relevant ICT-related GCSEs, with a focus on the more rigorous disciplines of computer science programming. That has had disastrous consequences for our digital industries, which face ever-increasing competition from emerging economies all around the world.
Eben Upton, a computer science academic at Cambridge university, was reported in yesterday’s Guardian as saying of applicants for degree courses whom he was interviewing:
“None of them seemed to know enough about what a computer really was or how it worked…Children were learning about applications, which are pretty low-value skills. They weren’t being properly equipped to think about how computers are programmed…Computing wasn’t being seen as the exciting, vibrant subject it should be at school—it had become lack-lustre and even boring.”
Our proposed change to the ICT curriculum will offer a chance for the subject to be rejuvenated, freeing teachers to explore and innovate, and hopefully to inspire a new wave of pupils to pursue computing and ICT. We need highly-skilled programmers if we are going to continue to compete in today’s and tomorrow’s markets, which will be increasingly dependent on, and driven by, the new digital technologies.
That is why the Secretary of State made the announcement that he did this morning. Pending the outcome of the national curriculum review, ICT will remain compulsory at all key stages in schools and it will be taught at each stage of the curriculum. The existing programmes of study will no longer be compulsory, but they will still be readily available for reference purposes on the web, although no school in England will be required to follow them. Subject to the consultation, from September this year, all schools will be able to use whatever resources they choose to teach the subject, and there is a wide range of excellent materials to choose from. I know that industry and specialist organisations, such as the British Computer Society, e-skills UK and Naace are already working on an alternative ICT and computing curriculum.
John Pugh
The worry is that we will go from one phase of prescription to another phase of prescription. We will not get back the days when young men came in and programmed BBC Micros on BASIC and such things, and got very excited about it. Technology is changing enormously. Years ago, if someone in the computer industry was asked about the key skill required, they would have said, “Keyboard skills,” yet touch-screens and so on will make those very skills obsolete. The model that the Minister is suggesting, which involves not only advice from above but interaction from below, is probably the right way forward.
Mr Gibb
I am grateful for my hon. Friend’s support for the radical notion of removing the programme of studies. As the Secretary of State said this morning:
“Imagine the dramatic change which could be possible in just a few years, once we remove the roadblock of the existing ICT curriculum. Instead of children bored out of their minds being taught how to use Word and Excel by bored teachers, we could have 11 year-olds able to write simple 2D computer animations using an MIT tool called Scratch”—