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The Parliamentary Under-Secretary of State for Foreign, Commonwealth and Development Affairs (James Duddridge)
It is great to be back in Westminster Hall. I am grateful to my hon. Friend the Member for Eastbourne (Caroline Ansell) for securing this debate, for her work in support of peace and stability in the region, and for the knowledge that she brings as a teacher, a school inspector and an excellent parliamentarian. She teed up an excellent debate.
The right hon. Member for Orkney and Shetland (Mr Carmichael) asked for a balanced debate. I did think that a debate with the words “EU” and “Palestine” in the title was unlikely to be balanced, and was much more likely to be polarising, but I have been pleasantly surprised by the speeches that were balanced, and those that were not were balanced out by one another.
There have been a number of contributions, and, like my hon. Friend the Member for Penistone and Stocksbridge (Miriam Cates), who spoke virtually, most if not all Members have been to the region. I visited it as part of the International Development Committee, as the junior Member of the Conservative MPs on that Committee. Unfortunately, one of those Members had to leave—he was offered a job by the Labour party and went to the Lords—and the other has recently left the Conservative party, joined the Labour party and hopes to go to the Lords, so I seem to be the last man standing from that little delegation.
The Minister for the Middle East and North Africa, my right hon. Friend the Member for Braintree (James Cleverly), would have loved to be here to take part in this debate. He apologises that he cannot do that as he is elsewhere on ministerial duties. It is a pleasure for me to respond. I will discuss all the issues with him when he returns to the Department, and with officials.
The Government welcome the publication of this report, which has taken some time. My right hon. Friend the Member for Preseli Pembrokeshire (Stephen Crabb) says that I may downplay this issue—well, I will not. He says that I may say that the issue is fixed—I will not. He says that I will pray in aid the fact that we fund the teachers, not the books, and I will do that. I will come to the issues that he and others raised about conditionality later in my speech.
We urged our European partners to publish these findings, and I am happy that they have done so. It has been a long time coming. I suspect there will be more debates on this subject. There have been many before. Hon. Members referred to my right hon. Friend the Member for Chipping Barnet (Theresa Villiers). Sorry—I was going to say Chipping Norton; I have spent far too much time there, as other colleagues have recently. This debate is part of the process, not the end of it. I will not be able to say definitively to colleagues, “This is something that happened in the past, and these are the 10 things we’re going to do that solve the problem,” but I will hopefully give an indication of some of the changes.
Christian Wakeford
I recognise that changes to the curriculum will be immensely difficult, but what hope does the Minister have that we will see changes when the Palestinian Prime Minister has vowed to continue the printing of the textbooks, and to pay for them with water, telephone and electricity bills if that is what it takes?
James Duddridge
I am not sighted on that statement, but I am naturally an optimist. The report talks of the progress made as well as some of the very real and unacceptable problems that remain.
Reflecting on the report, the Georg Eckert Institute is a specialist organisation that looks at textbook analysis. It was instructed to undertake a robust and impartial review of the contents of those textbooks. Hon. Members have talked of the period being 2017 to 2019. My hon. Friend the Member for Bury South (Christian Wakeford) said that there was nothing more up to date. Some bits were more up to date. A smaller sample of textbooks from the most recent academic year was included, but they were principally from 2017 to 2019.
The aim was to provide a comprehensive and objective basis for the dialogue with the Palestinian Authority and to promote quality education, addressing the issues of incitement. There has generally been an acceptance of the value of education—we heard historic quotes from a number of Members—and of the power of getting it right, but part of that is getting the textbooks right. It is positive that the textbooks analysed were found to adhere to UNESCO guidelines on human rights and generally to promote political pluralism and cultural, social and religious values that support co-existence. However, it is very clear from the examples used today that there are concerns. My hon. Friends the Members for Cheadle (Mary Robinson) and for Henley (John Howell) voiced concerns specifically about maths textbooks and the issue of the use of maps, which I am sure the Minister for the Middle East will want to review in more detail and perhaps discuss with colleagues.
There is an acceptance that the report found that there continues to be anti-Israel, antisemitic comment in those textbooks. That clearly is not acceptable to the House or to the Government. The UK Government continue to have zero tolerance for incitement to hatred and antisemitism in all forms. I thank hon. Members who referred to the Durban conference as an example of that.
Mr Carmichael
Can the Minister confirm that the Government accept the conclusions of the report, as well as the full analysis?
James Duddridge
I hesitate only because I have not gone through the conclusions forensically, but we agree with the broad thrust of the report that there has been progress and there are still areas where progress needs to be made. If the right hon. Gentleman has a concern over any particular conclusions, on which he particularly wants to press the Minister, I urge him to speak to the Minister for the Middle East directly, or to raise it by way of secondary intervention.
Mr Carmichael
It is simply the conclusion that I put to the hon. Member for Eastbourne (Caroline Ansell). The overall conclusion was that the materials conformed to the UNESCO standards.
James Duddridge
Overall, yes, but there were examples where they did not. We agree with the thrust absolutely.
The hon. Member for Caerphilly (Wayne David), who is very experienced in these matters as a former Minister and MEP, asked us to continue the regular dialogue and raise this issue specifically. The Minister for the Middle East raised it with the Palestinian Education Minister, to whom the hon. Member for Hammersmith (Andy Slaughter) referred, on 5 May. The Foreign Secretary also raised it with the Palestinian Foreign Minister on 26 May. Hopefully that gives an indication of how active the Government are. It is particularly important as part of our commitment to education overall.
I put on the record, as others have done, that the Government do not—I repeat, do not—fund textbooks in the Occupied Palestinian Territories, but, as hon. Members have referred to, we do provide money for teachers.
Wayne David
I was wondering about the issue of monitoring the textbooks. We are discussing a European Union report. I imagine such reports will not be as accessible by us in the future. Are the Government going to carry out any monitoring of Palestinian textbooks?
James Duddridge
I shall not bite at the EU point, but on the broader and serious point, there clearly needs to be ongoing work—this is not the end of the process, with some clear conclusions that are going to put an end to the matter. That may be through our EU partners. We work with other international partners. We work with the UN, the Americans and we will continue to work with the EU.
I reassure the House that teachers are carefully vetted. Our money to support education and health went into a specially dedicated bank account. It is only paid to individuals who have gone through the vetting process through the EU mechanism. I note the point of the hon. Member for Caerphilly about the future, but we are still contributing to the EU budget as part of the transition, so can quite reasonably expect to participate as a more direct and historic partner, as well as a partner in the broadest sense.
Each payment is independently audited to make sure it goes to the intended recipients. Although I do not want to negate the points made about textbooks, it is the teachers who are absolutely crucial.
We remain committed to a two-state solution. Making sure that children are educated in the best way is very much part of that. The contrary is also the case. There is a real risk, if children are not educated in an inclusive way, that it will make life worse.