Westminster Hall is an alternative Chamber for MPs to hold debates, named after the adjoining Westminster Hall.
Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
Stephen Twigg
I am grateful to my hon. Friend for that point. He is my long-standing friend, and represents the constituency that I represented in the House between 1997 and 2005. I welcome him to the House. His point is extremely powerful. In a moment, I will refer briefly to the work that the International Development Committee was doing in the previous Parliament.
I am delighted that the hon. Members for Aldridge-Brownhills (Wendy Morton) and for East Kilbride, Strathaven and Lesmahagow (Dr Cameron) are here. They are both in different roles. The hon. Member for Aldridge-Brownhills is now the Parliamentary Private Secretary to the Secretary of State—I congratulate her on her appointment—and my good friend the hon. Member for East Kilbride, Strathaven and Lesmahagow, represents DFID’s offices in Scotland, but is speaking for the Scottish National party from the Front Bench today. They know that the International Development Committee did a lot of work in the previous Parliament on education, and earlier this year we visited east Africa.
The point that my hon. Friend the Member for Enfield, Southgate (Bambos Charalambous) makes is absolutely pertinent, because we saw real issues with the ability of teachers to get themselves to work. Their levels of pay are such that they often have to work other jobs, and teacher absenteeism is often as big or a bigger challenge than pupil absenteeism in some of the poorer communities of Kenya, Uganda and Tanzania. My hon. Friend makes a very good and powerful point.
DFID has a world-class team of technical staff who deliver the bilateral education programmes and lend support to some of the key multilateral bodies, such as the Global Partnership for Education and Education Cannot Wait. When the Select Committee visited east Africa and the middle east in the previous Parliament, we saw the fruits of UK aid for education. In particular, when we went to Jordan and Lebanon last year, we saw the amazing impact that aid has had on the refugee population, who came particularly from Syria but also from other conflicts in that region. I want to say once again that we owe a debt of gratitude to the Governments and the people of Jordan, Lebanon and Turkey, in particular, which have taken so many Syrian refugees. We can also be proud of our record and that of others on ensuring that many of the children from the conflict in Syria have access to education.
In east Africa, we saw some great examples of UK aid being invested. In Kenya, we visited a truly brilliant project, run by Leonard Cheshire in Kisumu, about identifying children with disabilities or special educational needs—I will return to disability later in my speech. That was a fine example of a very positive programme. In Uganda, we visited a frankly inspiring Saturday school in Kampala, which is funded by DFID and educates child refugees from conflicts elsewhere in Africa who have escaped to Uganda for their own safety, in particular from the Democratic Republic of the Congo.
The UK, via DFID, does many things in education of which we can be proud. As a result, DFID has significant political capital and influence among donors and non-governmental actors, which gives the United Kingdom a responsibility to act as a leader and global advocate on education—including, most immediately, at this weekend’s G20. I urge the Government to use their voice to encourage other donors to allocate more funding to education, and to ensure that existing funding is allocated to areas that most need it.
I also believe—the previous International Development Committee felt this strongly—that DFID can use its influence more with Governments in recipient countries to encourage them to allocate a greater proportion of their domestic budgets to education. Aid alone cannot solve the challenges. Aid has an important role to play, but Governments in some of the poorer countries have a responsibility to spend more of their domestic budgets on education.
Internationally, education is underfunded. To achieve SDG 4—
“Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”—
an enormous increase in funding is needed. The Education Commission, led by former Prime Minister Gordon Brown, estimates that annual spending on education will need to more than double, from a global level of US $1.3 trillion to about $3 trillion by 2030, if we are to have any hope of achieving global goal 4.
In recent years, however, the sad reality is that we have seen a decline in levels of international aid spending on education. In our own overseas development assistance spending, the amount spent on education is lower than the amounts we spend on health, government and civil society, and infrastructure. The UK remains one of the biggest donors internationally, but the figures show that DFID dedicates only 7.56% of its budget to education.
Over the past 15 years, we have seen spectacular improvements in global health. Those advances are clear evidence that the international community, working together, can bring about genuine transformation if the will is there. Innovative partnerships such as the Global Fund to Fight AIDS, Tuberculosis and Malaria, and Gavi, the Vaccine Alliance, have helped to reset global health financing standards, saving tens of millions of lives. We have the opportunity to learn from that experience and to do the same for education.
The Minister of State, Department for International Development (Rory Stewart)
In the spirit of this debate and given the hon. Gentleman’s view that we should increase the percentage of the funding we spend on education, may I ask the hon. Gentleman a question? If he wishes to see a 2% increase, what should we decrease spending on in the DFID budget?
Stephen Twigg
The Minister asks a very reasonable question, which I was going to come on to, but I will answer now.
The previous International Development Committee, which I chaired, was looking at education. In April, we wrote to the Secretary of State with a proposal that I will refer to in a moment. The solution that we identified is one with which the Minister may or may not agree: we should slow down the shift of ODA spending from DFID to other Government Departments. We want to have a good evidence base for additional spending, and the money saved by that slowing down would enable our proposed increase in spending on education. I will come to that in more detail now.
Before the general election, the Committee was taking evidence on education. As I have just said, I wrote to the Secretary of State in April, urging DFID to increase the percentage of its annual spend on education to no less than 10% of its budget, which would represent an additional 2.5% on the current spend of 7.5%. Many organisations, such as the Malala Fund, RESULTS and others, have urged the Government to go much further and commit 15% of the DFID budget to education.
Since we made our recommendation, the latest DFID figures for the budget spent on education have fallen slightly from that 7.56%, so in the first instance the Government need to reverse that decline and then to head to at least 10%. I would be grateful if the Minister—perhaps not in the debate today, but afterwards—provided me with a complete breakdown of all UK ODA spent on education, including that from other Departments as well as DFID.
I now move on to some of the multilateral organisations, which are more directly relevant to the G20 summit. The Global Partnership for Education supports 65 developing countries to ensure that every child receives a quality basic education, giving priority to the poorest, the most vulnerable and those living in countries affected by fragility and conflict. Along with Education Cannot Wait, the GPE forms an essential part of the multilateral landscape on education, with its focus on low-income countries and basic education, where support is most needed. The GPE has been through significant reform in recent years and, as pointed out by DFID’s multilateral development review, it now aligns well with UK priorities.
The view reached by the previous IDC—I am delighted to welcome to his place my friend, the hon. Member for Stafford (Jeremy Lefroy), an assiduous Committee member since 2010—was that the United Kingdom needs to take a lead during the Global Partnership for Education replenishment round for 2018 to 2020. A substantial contribution from the UK to that replenishment would ensure that the GPE continues to achieve results and, we hope, would act as a lever to encourage and press other Governments to commit their support to funding the work of the GPE.
I also take the opportunity to urge the Government to push for this weekend’s G20 leaders’ communiqué to include a reference to the importance of fully funding the key multilateral bodies, the Global Partnership for Education, Education Cannot Wait and the international finance facility for education.
One of the greatest challenges to face the world in achieving global goal 4 is tackling inequality in education. The theme of “Leaving no one behind” is indeed at the heart of the sustainable development goals. The most marginalised children, including girls, disabled children and refugees, are those most at risk of missing out. A very large proportion of the world’s children are clearly being left behind, and reaching them will be a critical challenge for DFID in the years ahead.
The education of girls is essential, and DFID has rightly made it a priority in recent years. Breaking down the barriers that prevent girls from getting access to education is a huge challenge. I welcome the innovative approach of the Girls’ Education Challenge and recognise that the lessons learned from its programmes could be vital in finding out what works in supporting more girls to receive an education. The G20 rightly has a focus on female economic empowerment. Education is clearly a crucial component of the economic empowerment of women and of economic opportunity for other marginalised sections of society. I urge the Government and the G20 to recognise the vital role that education performs in the economic empowerment of women, especially in the developing world. This summit is an opportune moment for them to do so.
UNICEF estimates that 90% of disabled children in the developing world—nine out of 10 disabled children in the world’s poorest countries—are out of school. That is an extraordinary statistic. The British Council highlighted that although DFID has had a strong focus on girls’ education, it
“has had less focus on children with disabilities and special educational needs”.
The Secretary of State has acknowledged that. She said in March:
“Disability is shamefully the most under-prioritised, under-resourced area in development.”
I agree, as did the last International Development Committee. We recommended in our letter that DFID should place a greater emphasis, akin to its focus on girls’ education, on working to ensure that disabled children have access to appropriate high-quality education. I mentioned the remarkable programme run by Leonard Cheshire that we witnessed in Kisumu in Kenya. That is the sort of programme that I hope DFID not only continues to fund but increases support for, where there is a proven case for doing so.
Let me say something about early childhood education. We know from academic evidence that, by the age of five, a child’s brain is around 90% developed. Early childhood education is crucial for cognitive development and learning outcomes, so investing in pre-primary education can make a real difference to children’s life chances and thereby help to reduce inequality and, indeed, deliver excellent value for money.
It is estimated that, for every dollar invested in early childhood education, the return can be as high as $17 for the most disadvantaged children. Despite that, a new report by Theirworld shows that 85% of children in low-income countries do not have access to pre-primary education. Theirworld states that more than 200 million children under the age of five risk failing to reach their potential.
Stephen Twigg
I am grateful to the hon. Gentleman. The example that he gave from Tanzania and my example from Uganda demonstrate that DFID is supporting some brilliant programmes for disabled children and for early childhood. If DFID is able to find the funds to increase its education spending, those are the sorts of programmes that should be protected and, where the evidence is there, expanded—either into other countries or in the countries where they already exist.
Rory Stewart
The hon. Gentleman is being generous in giving way. He raises a vital question: what does one do in a poor country with a stretched education budget that is finding it difficult to provide decent primary education or any secondary education at all? How does he envisage the conversation with the Education Minister in such a country about setting up the entire pre-primary education and early learning structure, and about the competing priorities that that involves? Has he seen any examples of that actually working on a systematic basis in a poor developing country?
Graham Stringer (in the Chair)
Order. This is a relaxed debate—it is not over-subscribed—but can Members please keep interventions relatively short?
The Minister of State, Department for International Development (Rory Stewart)
It is a great pleasure to serve under your chairmanship, Mr Stringer. As always, we have had a very good debate. I am particularly grateful to the hon. Member for Liverpool, West Derby (Stephen Twigg) for initiating the debate. He is a real inspiration, as are the other hon. Members in the Chamber. It is quite unusual in politics—it sometimes feels unusual, anyway—to have people who seem so sincere, so committed to an issue and so interested in the detail, rather than simply being interested in posturing, and that really comes across. One reason why the whole House feels strongly that the hon. Member for Liverpool, West Derby has been an excellent Chair of his Committee is precisely that he approached the role in a very fair, objective and ethical fashion. It is therefore a great pleasure to be involved in this debate.
An enormous number of things have been touched on today. The basic message that I would like to get across is that the real problem in this field is not the big ideas, but the implementation. The really big problem, underneath all the very good contributions and really good points made by hon. Members, is that the situation on the ground in many developing countries is an absolute disgrace. Very sadly, what is happening even in those schools that exist is really depressing. I will try to touch on some of the points that have been made, but the scale of the problem is the central issue.
The hon. Member for East Kilbride, Strathaven and Lesmahagow (Dr Cameron) made a series of really good points—points that it is easy to relate to. They were points about disability, about schools that she has seen in which there are no windows and children are wearing gloves and—I am imagining the Shatila camp in south Lebanon, where there are real problems—about electricity. Very good points were also made by my hon. Friend the Member for Stafford (Jeremy Lefroy) and the hon. Member for Liverpool, West Derby about issues such as pre-school education. The shadow Secretary of State, the hon. Member for Edmonton (Kate Osamor), made a very strong statement about refugees in Uganda, and others have made statements about disability.
The fundamental underlying problem is that before we start talking about all those things, we have to acknowledge that the basic primary education in most of the countries that we are discussing is not even beginning to be good enough. Nearly 67% of children coming out of primary schools in the developing world basically cannot read or write. One of the tragic choices that an international development agency faces is how to get the balance right between making sure that the schools and teachers that already exist are teaching something of value to their children and a dozen really good ideas about how we can improve things by bringing new people into schools, getting girls into secondary school, improving vocational education or addressing the crisis in classrooms.
Money is one of the aspects of this problem. This excellent report, “The Learning Generation: Investing in education for a changing world”, put together by the former Prime Minister Gordon Brown, estimates that $3 trillion needs to be spent on education annually within a pretty short period. We can have a discussion about whether DFID should spend 8%, 10% or 12%, but the amount it currently spends on education is one five-thousandth of the amount that would be needed to address global education. Even if we took up the challenge from the hon. Member for Liverpool, West Derby, ramped that up and spent 100% of the entire British aid budget on education, that would still be only one five-hundredth, or 0.2%, of the global need.
Huge theoretical problems underlie this endless debate. One of the challenges is what kind of jobs or employment opportunities are available to children in the developing world when they come out of school. One of the challenges around vocational education is working out what jobs there are at the end of it. Like the hon. Member for East Kilbride, Strathaven and Lesmahagow, I was in a vocational training centre in Nigeria last week. I was in Kaduna. I do not know whether we were looking at the same centre, but in the centre I was at the carpentry and construction schools were indeed dominated by men; the women were largely in the hospitality and sewing schools.
The fundamental problem underlying that issue is that it is not clear that there are any jobs in Kaduna for people who sew, cook, make buildings or do carpentry—the skills that those people emerge with at the end. At the end of a six or twelve-month course, are they skilled enough as carpenters or construction workers to be valuable to a business? Many of the employers we talked to in Kaduna in northern Nigeria are much less interested in those hard vocational skills than they are in soft skills—someone’s ability to engage with customers and their work ethic, discipline and desire to turn up to school.
There are huge questions in the report around family planning. All of us can see the correlation between investment in girls going into secondary education and girls having smaller families, which is very good for their health. But what exactly is that relationship? Is it that what they learn in school makes them less likely to have children or is it simply about the fact that they are in school? If it is the latter—if the fact that someone stays in high school means they are less likely to have children—will the social pressures that drive people into early marriage simply mean, conversely, that those same girls are removed from school?
The claim is made that if someone in the developing world goes to primary school, their income over their lifetime will be five times higher than that of their parents. But if we got everybody into primary school, would that be true? We would effectively be claiming that we could guarantee to quintuple the GDP per capita of these countries by getting 100% primary education. That, presumably, is not true.
Above all, we have to start from a position of realism. We agree violently with everybody in this room that education matters, but we must get a clear sense about why it matters and the unexpected ways in which it does. There are ways in which it might matter for family planning, but exactly why does it? How does it work for skills? Imagine a craftsperson in central Asia. What exactly are they learning in school that will allow them to supply calligraphy to a Saudi hotel or get carpets into a London market? Is it their literacy and numeracy skills or their confidence? What kind of emphasis are we putting on opportunity, empowerment or getting people into a digital world? What kind of jobs are we trying to prepare people for?
Ethiopia famously believes in a policy of agricultural-led industrialisation, but is the industrialisation envisaged in 1991 going to be an option in 2020? Or will—as Larry Summers, one of the co-authors of the report, suggests—increased automation mean that the shoe factories we were hoping for are increasingly located close to markets such as Britain and the United States because the shoes will largely be made by robots? These are big questions underlying what we are trying to do in the education system.
Jeremy Lefroy
I am following what the Minister says extremely carefully and entirely agree with the thrust of his argument. In his work has he seen good examples of where this work preparedness and soft skills, which will be vital for young people if they are to have the jobs and livelihoods they need in the future, are happening, either in DFID’s programmes or elsewhere?
Rory Stewart
The honest answer is that I have seen them, but they are easier to identify in schools where a great deal of investment is going in to individual children. I have a particular case study in mind of a vocational training school that does a three-year course that includes literacy, numeracy and English along with vocational skills, has a business incubation process at the end of it, links people into an industrial park, helps to create the markets and then moves away. But that requires an enormous amount of investment in the individual and is very difficult to replicate at scale.
One of the challenges is that that gold standard, which really does get extraordinary successes—at that particular vocational school, 95% of graduates find their way into employment in those sectors—is being achieved for an expenditure of about $1,200 per person per year. How is that going to be achievable with investment down at $50 to $60?
As I move on with the argument, the key is the very detailed work done by DFID education advisers—looking critically at what goes on on the ground, for example. One of the striking things we see from this conversation going back and forth is the real differences that exist between Kenya and Uganda, or Tanzania and Lebanon, and the different ways in which people are approaching this issue.
The hon. Member for Liverpool, West Derby has focused a great deal on spending. We will reply to the hon. Gentleman by letter, having taken on board the overall ODA expenditure on education; the plea for the excellent global partnership, which we do believe in; and the request on the G20 communiqué. All that is fully lodged in the brain. Fundamentally, however, my argument is that, although spending is very important, the big question is not about expenditure but about what we actually do. It is not the “how much”, but the “how”.
How do we sort out teacher training in the developing world? How do we deal with the issue of ghost teachers? How do we deal with the fact that in many cases we are paying the salaries of teachers who do not exist? A survey found that in Ghor province in Afghanistan 3,500 teachers on the Afghan Government payroll were not teachers at all—they were just ordinary people sitting at home and receiving a teacher’s salary. That is replicated again and again across the developing world.
How do we deal with political resistance? How do we deal with a country where a particular political party has taken over the teachers’ union? How hard can the teachers’ union be pushed? How do we deal with the fact that many of the teachers being dealt with are spending most of their time teaching in private schools and only part of their time teaching in the public schools for which they were originally employed?
We all agree that education matters. We are really proud in DFID of what we have done. We are proud that we have achieved this 43% change in the number of people going into primary education. It is extraordinary. Countries such as Pakistan and Afghanistan now see primary school registration rates, theoretically, of 88% or 90% of children. If we look back 15 or 20 years, in Afghanistan, famously, no girl was going to school at all. These are incredible changes, but there is so much more to do.
If I may for a second, I wish to pay tribute to the Secretary of State for International Development, my right hon. Friend the Member for Witham (Priti Patel), who has, as the hon. Member for East Kilbride, Strathaven and Lesmahagow pointed out, put a lot of emphasis on disability. She has also put a lot of emphasis on some of the issues that are raised by Gordon Brown’s Education Commission. One that we have not discussed today is testing and standards—all the grisly stuff that, in the British context, gets everybody overheated about Ofsted. That is a critical question: how much emphasis do we put on testing? More than 50% of the countries concerned have no testing in place.
I am aware that I am trespassing on your patience, Mr Stringer, so I will move toward the end of my speech. I do not wish to continue for too long, but I will make two main points. One, before we all give up in despair, is that there are places where progress has been made. Ethiopia is a striking example of a place that has gone from one in five children in school to four in five. How has that been achieved? Largely through the leadership of the Ethiopian Government, who are genuinely committed to education, teacher training, getting people into remote areas and access for marginalised communities such as disabled people, women and others.
We have had other kinds of experiences in other countries. One question is how to deal with the particular context. In Afghanistan, education is community-based, and Save the Children, CARE and the Aga Khan Development Network work in remote rural villages in Hazarajat. That is quite different from what reform means in Jordan, where USAID has been working with the Jordanian Government on education for nearly 40 years; in the Education Minister’s office, reports are piled up almost to the ceiling. There is almost nothing in one of those reports from 1987 with which we would disagree today, but the challenge has traditionally been implementation, particularly on difficult issues such as how to deal with teachers’ unions—to drop a grenade into the middle of this room.
Dealing with teachers’ unions is not as easy as it might sound in a British context. In Jordan, the issue has famously been dominated by the Muslim Brotherhood. We can discuss the political contexts in other countries, and what they mean for the curriculum and for what goes on in the classroom. In conclusion—to reassure you, Mr Stringer, that I will not remain on my hind feet forever—
Dr Cameron
I am listening intently to the Minister’s comprehensive speech. One practical thing that could be done is to give advice and support to those becoming primary school teachers, so that they have the ability, skills and experience to teach disabled children and so that education at that level can be inclusive. In the countries that we visited, some secondary school teachers have had those skills, but they do not reach primary school children.
Rory Stewart
I could not agree more. Teacher training is vital, especially teacher training on how to deal with children with disabilities and, in a refugee context, how to deal with children suffering from trauma. One impressive thing that the hon. Member for East Kilbride, Strathaven and Lesmahagow might have seen in Jordan is the learning centres run by Save the Children and UNICEF, where psycho-social counselling is a strong element of the teaching.
However, there is a more fundamental challenge, which is that in some countries, around 50% to 60% of teachers are illiterate—they cannot read or write. In many other countries, 80% of teachers are educated only one grade above their students: that is, if they are teaching second grade, they have a third grade education. While thinking about how to ensure that teachers can deal with disabled children, we must begin by ensuring that teachers can read and write. If they cannot, it does not matter how good the textbook is or how fancy the internet provision is; the teacher lacks the most basic skills to communicate. We are all a bit polite in this business. At the moment, those kinds of facts—and the fact that more than 60% of the children leaving such schools cannot themselves read or write—are not being mentioned enough in this debate.
To finish with the shadow Minister’s challenge, yes, we will produce an education strategy, which I hope will address many of these issues and more that Mr Stringer has not given me time to address in this debate. Those will include the seriousness of Governments’ commitments to education. What do we do when the national Government are not committed and do not care very much? What do we do in a conflict situation where there is no state in place and almost nobody to work with to drive through education? How do we think about classrooms? In particular, what is the point of a classroom if affordability is a challenge and if uniform or food costs make it impossible for a child to go to school, or if the opportunity costs of that child not being at home to look after livestock or a baby prevent the parents from sending them to school? What do we do with the digital revolution?
Above all, how do we challenge business as usual? How do we move beyond this excellent report and all the wonderful things that we hope will follow from organisations such as the G20 and the UN to realising that there is an enormous, fatal, terrifying gap between rhetoric and reality in this, as in so much else in international development?