Education (Values of British Citizenship) Bill [HL]
(1 day, 16 hours ago)
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Lord Harries of Pentregarth (CB)
My Lords, I would like to thank the long list of speakers who supported the Bill at Second Reading, as well as the Public Bill Office which helped to facilitate. The long list of speakers is an indication of how necessary it is.
Since Second Reading there are two factors that have increased the importance of the Bill. First, with the move away, in so many countries in the world, towards autocracies, dictatorships and managed democracies, it is more and more vital that pupils in our schools leave school with a sense of why British values, democracy, the rule of law, freedom of religion and the equal worth and dignity of every person matter. It is absolutely crucial that pupils should leave school with a sense of those values and why they need to be supported.
Secondly, I have heard, sadly, that there are moves afoot to subsume citizenship education into what is called spiritual, moral, social and cultural education. That, of course, is absolutely vital, but one of the main recommendations of The Ties that Bind—the report from the committee of which I was a member and from which the recommendation for this Bill came—was that this should not be subsumed in that way but should be taught in its own right. Citizenship education is, at the moment, taught so weakly in so many schools and we need to give it a clear focus. I very much hope that the Government will take this Private Member’s Bill seriously.
The Earl of Effingham (Con)
My Lords, again I thank all noble Lords who gave their time and effort to make their valuable contributions to the Bill. I briefly flag the input of my noble friend Lady Shephard of Northwold who drew on her extensive experience in this area, both as former chair of the council of the Institute of Education and, most notably, as former Secretary of State for Education.
His Majesty’s Official Opposition believe that mandating specific values through education risks undermining parental rights and local autonomy. We support the rights of parents and communities to instil their own values, and we fear that a one-size-fits-all approach could impose a government-defined set of values that may not reflect either local or parental preferences. The Bill could be viewed as overreach into the lives of young people, and we advocate for smaller government and less interference in individual choices, especially when it comes to personal beliefs and family matters.
By introducing mandatory teaching on values, time and resource could be taken away from core subjects. Rigorous academic standards should be the focus, with schools lasering in on traditional teaching to ensure that students are prepared for both the workforce and society, rather than on mandated values.
Finally, the term “British values” has been defined differently by many people and may lead to inconsistent interpretations. The Bill could leave room for varied, potentially biased, teaching, depending on who defines these values and how they are implemented in practice, potentially creating division rather than unity.
The Minister of State, Department for Education (Baroness Smith of Malvern) (Lab)
My Lords, I want to thank first of all the noble and right reverend Lord, Lord Harries of Pentregarth, for highlighting in the Bill the importance of the fundamental British values in preparing young people to take their place in society and, as he identifies, in the modern world, as responsible and active citizens. I thank too all those who have taken part in the debates on the Bill. It was an extraordinarily good Second Reading debate, where noble Lords raised a whole range of different issues and rightly pushed the Government to ensure that those issues are addressed.
Although the Government agree with the sentiment of the Bill, we do not believe that legislation is the right way to secure effective implementation by schools. Schools already embed these values through their statutory duty to promote pupils’ spiritual, moral, cultural, mental and physical development, supported by statutory curriculum content, notably in citizenship and relationships education.
I reiterate to the noble and right reverend Lord my support for citizenship education, given my role in its introduction in my previous incarnation at the Department for Education. It is, though, important that schools retain the autonomy to tailor their approach to the needs of pupils and to reflect new developments, societal changes and topical issues. This approach will ensure that students understand the relevance of the values to the rights, responsibilities and opportunities of living in modern Britain.
Schools have a good understanding of these values and integrate them well. However, it is right to push this Government and we will continue to support our teachers, provide resources and, through the independent curriculum and assessment review, ensure that young people develop the knowledge and skills required to thrive as citizens in work and throughout life, and in a curriculum in which they are represented. I thank the noble and right reverend Lord for bringing this forward.
Lord Harries of Pentregarth (CB)
May I say something very briefly in response? I remind the House that fundamental British values already have to be taught in schools. It is not a question of inventing something new; they already have to be taught. It is a question of giving them a sharper focus and more solidity.
I have to say, with all due respect, that I was extremely surprised to hear what the noble Earl said because, although there are of course certain values that vary between people—some people are vegetarians while other people are not, for example—there are certain fundamental values that are essential to our political life. I wonder which of the values the noble Earl would disagree with. Democracy, the rule of law, freedom of religion, the equal worth and dignity of every person are not arbitrary values or a matter of personal taste; these are fundamental to the whole life of this country, and pupils should be taught them.