(11 years, 4 months ago)
Grand CommitteeMy Lords, I am grateful for the opportunity to debate the Government’s proposals for replacing the national curriculum subject of information and communications technology with computing in schools in England.
As noble Lords will know, the study of information and communications technology—commonly referred to as ICT—is a compulsory national curriculum subject in maintained schools in England at key stages 1 to 4. In February, my right honourable friend the Secretary of State for Education announced his intention to replace the national curriculum subject of ICT with computing. The report on the consultation on this proposal, published on 3 May, showed significant support for such a change, with the largest single group of respondents being in favour. I will outline the reasons why we think that this change to the name of the subject is necessary.
In spite of the revolution in how we use digital technology in society and in work, decreasing numbers of young people are obtaining computer science qualifications beyond age 16. Between 2003 and 2012, the number of students taking A-level computer studies fell by 60% and is now fewer than 3,500 entrants per year. Similarly, the number of entrants to undergraduate computer science degrees fell by 23% between 2002-03 and 2010-11, at a time when undergraduate enrolments grew in all other STEM—science, technology, engineering and mathematics—areas.
This is a major problem, since the UK’s long-term economic prosperity depends on our ability to be world leaders in developing digital technologies and understanding how they can transform all sectors of the economy. It is estimated that, over the next seven years, around 2 million new jobs will come from sectors that rely on technology, mathematics and science.
My Lords, I thank the Minister for his explanation of the proposed name change; indeed, the order is narrow in its intent. On the whole, we welcome the change and the need to revitalise the ICT curriculum. We take on board the concerns that were raised by Ofsted, that the curriculum and teaching approaches had not kept pace with the rapid technological developments outside the school environment. While we share the concerns of many of the respondents that the term “computing”, which is now being adopted, suggests too narrow a focus, we also recognise the need to send a signal that the content has been substantially modernised.
We are also aware that, of all the subjects in the national curriculum, this one will continue to have challenges in keeping up with the pace of change. For example, it is easy to foresee that what we are now celebrating as a new computing course will appear in a few years’ time to be dumbed down and irrelevant to the demands of employers in the future. However, in the mean time, I have a few questions that I hope the Minister can address.
First, on professional development, the Minister made the point that some money was being made available for some of the professional development work. Does he feel that it will be sufficient? There is a serious issue about ongoing professional development throughout the system, starting at primary level, where updating computer skills will be part of a range of updated skills which all primary teachers will need to deliver the new curriculum. It is also an issue at secondary level, where it may not be easy but is possible to recruit specialist staff with up-to-date computing skills. However, if you are not careful, that knowledge and those skills can fall out of date very quickly.
Secondly, what more are the Government planning to do to attract new specialist computing staff to teach in schools? It is fairly obvious that there would be alternative, better paid jobs for high-class performers in computing. They may not necessarily rush into the teaching profession.
Thirdly, can the Minister confirm that the change in name does not represent a narrowing of the curriculum, and that pupils will be taught some of those broader skills such as internet use and safety, word processing and data processing, so that the subject will actually give people a range of knowledge and skills which the word “computing” does not necessarily encompass?
Fourthly, the teaching will be successful only if it is supported by sufficient funds to modernise IT facilities and to keep modernising them as technology changes. The noble Lord made reference to some low-cost initiatives in terms of facilities in schools. However, I have seen reference to 3D printers. That is fine, it is just one example, but 3D printers are very expensive. The fact is that, for children to have an up-to-date and relevant experience, you would need to keep providing not just low-cost but some quite expensive technological equipment in schools on an ongoing basis. Will sufficient funds be available to do that?
Finally, given that computing skills and the supporting equipment that would be needed are increasingly integral to the teaching of all subjects, not just computing, have the Government given sufficient thought to what computing skills should be taught within the confines of the computing curriculum and what computing skills need to be provided with all the other arts and science subjects that people will be studying, in all of which pupils will increasingly require computing skills to participate fully? Has that division of responsibilities been thought through? I look forward to the Minister’s response.
My Lords, I draw the attention of the Committee to my interests in this area. I am a trustee of the e-Learning Foundation and have various other interests, including working with the Times Educational Supplement and with smart technologies. I am also a trustee of Apps for Good.
I, too, attended the Bett conference at the beginning of last year, when the Secretary of State, Michael Gove, who is now on his feet in the other place talking about these issues, announced the disapplication of the programme of study for ICT. I broadly welcomed that announcement. It goes back to my dissatisfaction when I was Schools Minister with the ICT curriculum, particularly at key stages 3 and 4, and to how unengaging my son found the experience of doing the European Computer Driving Licence. My attempt to change things was to get Jim Rose’s primary curriculum review to include ICT as a core subject alongside English and maths. It was a battle that I eventually won by subterfuge, and Jim’s review included ICT at its core. I wanted young people starting secondary school to be plug-and-play ready to use ICT across the whole curriculum in their learning.
I was also informed, as I think the Minister was, and as he mentioned in his opening comments, by the changing nature of the labour market, which is essentially hollowing out due to globalisation and technological change. The growth in high-skill, high-wage work is at the higher end of the market and is very much informed by technology and people who are confident with it. Not all of it requires programming skill. Therefore, my first question is: how will the Minister ensure that digital skills remain across the whole curriculum and inform the way in which young people learn in all subjects, not just in the subject called computing?
I cannot see any occupation where we will not require people to be confident in using the internet and technology, and to have a basic understanding of how it works. I am chair of the Online Centres Foundation, which just today was renamed the Tinder Foundation. We are very active in digital inclusion, and we see people referred to us from jobcentres so that they can not just process a claim but apply for jobs, because 70% of employers require you to apply online. These are fundamental skills for every child to learn in order to be confident leaving school.
The issue of digital skills across the curriculum raises an additional question. It is a perhaps unfashionable question about pedagogy. As a Minister, I was always slightly reluctant to get involved in pedagogy because I am not a trained teacher. However, I regret that, and I have looked at the amount of investment that has gone into technology in schools over time and have seen that some of it was not spent well, because not every teacher was taught to be confident in using it, and to shift their pedagogy in order to use it well.
I have that worry about 3D printers, and I am specifically interested in finding out from the Minister whether, as 3D printers land in schools, they are not going to be used to prop doors open or get dusty in cupboards. Last Friday I was talking to teachers from the Isle of Portland Aldridge Community Academy down in Dorset following their being shortlisted for a TES Schools Award. Unfortunately the school did not manage to win an award, but it is worth noting that both the nominated projects involved 3D printers, so I can see that some fantastic pedagogy may emerge from this technology that encourages highly engaged teaching and learning.
I am grateful to the noble Baroness, Lady Jones, and the noble Lord, Lord Knight, for their excellent speeches and their broad support for the name change and the need to revitalise the ICT curriculum. The noble Baroness asked the very important question of what steps the Government are taking to ensure that the professional development of teachers keeps pace with the curriculum change. In addition to the points I mentioned in my opening speech, and to provide more detail on one of them, the National College for Teaching and Leadership has established an expert group to signpost schools, teachers and trainees towards existing high quality curriculum resources. We will consider the group’s recommendations carefully as we prepare for the implementation of the new national curriculum from September 2014. The £2 million funding for the computer science CPD runs until 2015. By then, we will ensure that teachers in approximately 16,000 primary and secondary schools are capable of teaching computer science. We think that this number is very adequate.
Secondly, the noble Baroness asked what the Government are planning in order to ensure that we attract new specialist computer staff to teach in schools. We have made available bursaries of up to £9,000 for suitably qualified candidates to help ensure that computer science undergraduates consider teaching as a career option. Furthermore, there are up to 100 scholarships worth £20,000 each for exceptional applicants. Initial teacher training providers are also offering subject knowledge enhancement courses to graduates from non-computer science courses which have a significant technology component. These courses will provide candidates with the computer science knowledge they require to go on to study the computer science PGCE.
Thirdly, the noble Baroness, Lady Jones, asked me to confirm that the change in name does not represent a narrowing of the curriculum and that pupils will be taught e-safety. I can confirm that the name change represents a rebalancing rather than a narrowing of the curriculum. The purpose of the study statement for the new computing curriculum states that pupils should become digitally literate—as the noble Lord, Lord Knight, stated was so important—through this particular curriculum subject. There is content on digital skills at key stages 1 to 3. Keeping our children and young people safe on the internet is a top priority for this Government and the noble Lords know that it is an area in which we are doing a great deal of work. This is why for the first time children will be taught in primary school how to stay safe on the internet, to keep personal information private and to use technology respectfully and securely. We have also strengthened the requirements around e-safety at key stages 3 and 4. Throughout their schooling, pupils will be taught to recognise inappropriate contact and conduct as well as to know each appropriate way to report concerns. We have been advised on this by leading e-safety experts, including the Child Exploitation and Online Protection Centre, the UK Safer Internet Centre, the NSPCC and Professor Sonia Livingstone.
Fourthly, the noble Baroness asked whether the teaching would be successful. It needs to be supported by sufficient funds to modernise ICT facilities and keep them current. Evidence from the British Educational Suppliers Association shows that school spending on digital technology, hardware, software and services is increasing annually. Schools are choosing to make this expenditure—there is no ring-fenced capital or revenue funding for digital technologies. I agree with the noble Lord, Lord Knight, that if it were true that there was only one official focusing on this in the department, that would be too few. I understand that there is one leading official who is supported by the STEM team. However, I undertake to investigate the position further so that we can consider whether we have enough support.
We will work with the Design and Technology Association, the Royal Academy of Engineering and others on support for the new design and technology curriculum, including 3D printers. We are working with teachers to identify the resources that schools can use to teach computing and design and technology. I was delighted to hear that the noble Lord, Lord Knight, recently visited the Isle of Portland Aldridge Community Academy and thereby celebrated the success of the sponsored academy programme initiated by the previous Government. The noble Lord asked about the pupil premium and whether it can be used for purchasing personal devices. I know that some schools provide iPads and I am sure that it will become a growing trend. It is a scenario that I would be grateful to discus with him further because his expertise is clearly greater than mine and I would welcome the opportunity of doing so.
The noble Baroness, Lady Jones, asked whether, given that computing skills and equipment are increasingly integral to the teaching of all subjects, the Government have given sufficient thought to what computing skills should be taught. As she knows, this Government are keen to trust teachers to use their own discretion. Together with the training that we will be providing, it is up to schools to determine where and how they teach computing skills in the context of other curriculum subjects, although clearly some areas of the curriculum have strong affinities with the content of the computing programmes of study, most notably maths and design and technology. The noble Baroness pointed out that this subject will need to be refreshed constantly. I hope that this is the start of that process so that in future all Governments keep it constantly under review, which is so important in such a fast-moving world.
In addition to the publication today of the new curriculum for computing, I look forward to the implementation of the new national curriculum in its entirety and, in particular, a return to its intended purpose: a minimum national entitlement organised around subject disciplines across core and foundation subjects. The new national curriculum will provide schools with a set of expectations that match those in the highest-performing education jurisdictions in the world and will challenge them to realise the potential of all their pupils in an increasingly competitive global marketplace.