Government and Democracy Education

Wednesday 20th November 2024 Westminster Hall

16:00

[John Slinger (Rugby) (Lab)]

I beg to move,

That this House has considered government and democracy education in schools.

It is appropriate that I have secured this debate during Parliament Week. I want to put on record my praise for the education and engagement team for their brilliant work. Unsurprisingly, I am going to argue that there should be more education about government and democracy in our schools. I am not the first to make that case and I will not be the last, but of course it would be great if I were.

Making this case fits into the category of not needing to be a rocket scientist—namely, it is obvious that for a democracy to function well its citizens must understand how their government and democratic system works. As with many things, though, just being obvious is not enough to ensure that it happens.

Why is this important? The House of Lords Select Committee on Citizenship and Civic Engagement put it well in a report in 2018:

“By underpinning democratic engagement and reinforcing the effective working of civil society, active citizenship contributes to a healthy and functioning society.”

In my view, we should teach about government and democracy for the same reason that we teach other subjects: to equip our young people with the skills, knowledge and attributes that will enable them to be the architects of their future, and not merely inhabitants of a future designed by others.

[Afzal Khan (Manchester Rusholme) (Lab)]

I thank my hon. Friend for holding this important debate on a subject that I agree with wholeheartedly. Ahead of COP29, I held a student conference of the parties with three high schools in my constituency, where the students passionately debated climate issues. Does my hon. Friend agree that initiatives like that underscore how integrating government and democracy education into the school curriculum can empower young people to become informed, active citizens who are engaged with the challenges we are facing?

[John Slinger]

I agree. I will come to that when I complete my remarks. We are talking about empowering our young people to set the agenda in their schools and, we hope, in their lives.

Learning standard subjects, such as history and science, enables young people to develop core skills, imbibe relevant knowledge and hone the powers of critical analysis that will empower them to thrive in future, whether in study or work.

[Jim Shannon (Strangford) (DUP)]

I commend the hon. Gentleman for bringing this debate forward. I agree that it is important for young people to have an understanding of democracy at an early stage, especially in schools. My youngest staff member studied government and politics. There were 28 students in their class in the first year, but that went down to 11 in the second year. They then did a further course comprising 14 students, which included only two girls. Does the hon. Member agree that there is a disconnect between young people and the political system that needs to be addressed, possibly as a mandatory module through learning for life and work?

[John Slinger]

I agree that we need to embed this learning in our system in a far more concrete fashion.

To truly empower young people we must go further than merely teach standard subjects. We must ensure that they both understand and value our government and democratic system. For example, young people draw on their knowledge of standard subjects at work, but an enhanced understanding of government and democracy would make them aware of how the economy, and hence their job, is affected by the decisions that politicians take in this House.

[Gareth Snell (Stoke-on-Trent Central) (Lab/Co-op)]

I thank my hon. Friend for being so generous with his time. He will know that one of the most successful areas of the economy and politics in this country is co-operatives and mutuals, but it may also be the case that within the wider subject, it is the area about which knowledge is lowest. The Co-operative party and the co-operative movement are keen to see co-operatives as part of young people’s political and economic education. Does he agree that that could help young people to meet their potential to learn about different models of ownership and of democracy that can help our communities thrive?

[John Slinger]

I should state that I am a proud member of the Co-operative party. Indeed, should more learning about our democratic system take place, I would hope that it would include more information about the co-operative movement and the co-operative models that I believe will help us to build a better Britain.

To add practical experience of our democratic system would be a catalyst for increasing the agency of our young people. In its submission to the Government’s ongoing curriculum review, the Association for Citizenship Teaching sets that out clearly:

“Citizenship education fosters critical competencies, such as information evaluation, deliberation, advocacy, and oracy, which are vital for civic engagement.”

[Claire Hazelgrove (Filton and Bradley Stoke) (Lab)]

I declare a deep interest: I am a member of the all-party parliamentary group on political and media literacy, and I believe these issues are very important. Does my hon. Friend agree that this is not just about the education of young people in and of itself, but about how people go on to engage in our democracy later in life, and that that is about not just voting but engaging with confidence and clarity with elected representatives? For example, as a new Member of Parliament, I have reflected on the fact that a number of residents say to me, “I’m not sure who to go to—is it you, a councillor or somebody else?” Would enhancing political and democratic education not serve to enhance our entire political system, ensuring that people get the support they need, from the person they need it from, when they need it—and that they do so with confidence?

[John Slinger]

I am grateful to my hon. Friend for making that point. It is a point I had to excise from my speech because I did not think I had the time, but it is very important. As new Members, constituents often bring issues to our attention that would be better dealt with by a councillor or another arm of the state, so it is an important part of the process that we clarify, educate and inform better than we are doing at the moment.

I will complete the quote from the Association for Citizenship Teaching, which goes on to say:

“Re-prioritising this subject in the upcoming review is vital, as it contributes directly to the health of national democracy and the wellbeing of citizens.”

We have a long way to go. Electoral Commission data shows a lack of democratic engagement and understanding among younger audiences, and at a time when the Labour party has pledged to introduce voting at the age of 16, only 16% of 16 and 17-year-olds are on the electoral register and 19% of 16 to 24-year-olds are not confident that they know how to register to vote. Some statistics from the commission are staggeringly worrying: 39% of 16 to 24-year-olds say that they are not interested in politics, and 33% say they do not know very much or anything about politics in the UK.

[Darren Paffey (Southampton Itchen) (Lab)]

Those who measure trust in politics tell us, as we regrettably know, that that trust is at its lowest point in over 40 years. Part of rebuilding that trust is very much about engaging with the curriculum and ensuring that people know who we are, what we do, what the media who report on us so much do and how those institutions work. Does my hon. Friend therefore agree that the current curriculum and assessment review is a fantastic opportunity to ensure that steps to improve political literacy are built into our future education system?

[John Slinger]

I will come to that point, because I think that the review is a golden opportunity.

The commission confirmed what I and others here know: too many young people do not understand how to participate in our democratic processes, and their lack of motivation is due to a lack of knowledge about parties and candidates. If we want young people to engage more in elections, for their sake and ours, we must work harder to ensure they understand and value our democracy.

[Marie Goldman (Chelmsford) (LD)]

The hon. Gentleman pointed out that this is UK Parliament Week. Last week, I was delighted to visit Great Baddow high school in my constituency to speak to students who were preparing for a debate that they would be taking part in as part of UK Parliament Week. They asked me lots of wonderful questions on diverse subjects. I have often been into local schools to talk about government, but it often becomes apparent that students do not know anything at all about local government, and yet local government affects their lives on a day-to-day basis—sometimes much more than this place. Does the hon. Gentleman agree that local government, alongside central Government, should form part of this education?

[John Slinger]

I wholeheartedly agree. It is critical that we educate our young people about the different tiers of government and the responsibilities of elected representatives within them.

I will touch briefly on the history of citizenship in our education system. Since 2002, citizenship has been a statutory foundation national curriculum subject at key stages 3 and 4. Luke Brown, a teacher at Lawrence Sheriff school in Rugby, told me:

“A big concern is the increasingly limited time given to Citizenship and, therefore, politics.”

Citizenship remains a non-statutory programme of study at key stages 1 and 2—or primary, to use the old parlance—where, as teachers tell me, a similar situation ensues, and other priorities all too often drown out citizenship. According to the 2018 Lords report, citizenship peaked between 2009 and 2011, and declined particularly under the last Government’s curriculum review in 2013. The report found that

“citizenship was never fully embedded into the education system”.

The same happened with other subjects that were, in my view, wrongly regarded by the previous Government as subsidiary. The English baccalaureate, introduced in 2010, did not include citizenship. Furthermore, there has been a substantial decline in the number of students studying the citizenship GCSE and the number of specialist teachers.

With our new Government’s curriculum review, we have a golden opportunity to put that right. Like all MPs, I make a big effort to visit as many primary and secondary schools as I can. The biggest privilege and—dare I say it?—challenge of being an MP is not speaking in Chambers like this one but answering questions from young people in schools. When I visit schools, I find that young people are generally interested in politics. For example, the children of Paddox primary school in my constituency were hugely excited about the competition that staff are running about politics, with the prize being a tour of Parliament. A constituent of mine, Ian Dewes, the CEO of the Odyssey Collaborative Trust, said that Parliament’s education team “were fantastic” and pointed out that such visits helped to

“break down class and social barriers.”

When children of Long Lawford primary school welcomed me and the early years Minister for a visit, it was clear that their teachers had educated them well about the political system. Those are exemplars of best practice, but they should be standard across the whole country.

I would be grateful to hear from my hon. Friend the Minister about how her Department will ensure a more coherent, better resourced system that gives these subjects the higher priority that they deserve. I hope, first, that she will consider confirming citizenship as a statutory subject in the national curriculum at all stages, not just key stages 3 and 4; as with literacy, the younger we start, the deeper the understanding. Secondly, will she provide guidance to all schools about what they are expected to teach and resources to do so, including lesson packs and training for non-specialist teachers? Thirdly, will she ensure coherence and common standards across the entire maintained sector? Fourthly, will she reform progress 8 to ensure that any new system of measuring schools gives the same value to citizenship as to other national curriculum foundation GCSE subjects? Finally, will she take action to incentivise the training of specialist citizenship teachers?

Another part of learning about government and democracy should, of course, be participating in it within school and the wider world, as other hon. Members have said.

[Melanie Onn (Great Grimsby and Cleethorpes) (Lab)]

As part of UK Parliament Week, I visited Ormiston Maritime academy, John Whitgift academy and Phoenix Park academy, and what struck me is that young people are very engaged in their local community and raise really important issues that reflect the society they are experiencing. They have an awful lot to tell us about the kind of country they want to grow up in. Does my hon. Friend agree that if we can be more responsive in this place, it will give them a much greater connection to the changes they can make and the influence they can have on their local representatives?

[John Slinger]

I agree wholeheartedly with my hon. Friend and thank her for that point. It is vital that we do everything we can in this place, and indeed in our constituencies, to listen to young people and empower them. We must not just listen to them but act on their concerns. Anything we can do, we must.

Primary and secondary schools that I have visited often run democratically elected school councils, which demonstrate to young people democracy in action and its role in enabling them to shape their environment. We must give our young people as many opportunities as possible to engage in that way. I will soon be holding a “pitch your policy” event in my constituency to encourage such engagement.

The importance of this topic cannot be overstated. We are fortunate to live in a secure but not invulnerable democracy. I met MPs from Moldova this week and asked about this topic, given the threats that their democratic system faces. They told me that it does feature in their curriculum and that they have school councils that are all about

“encouraging people to acknowledge their own power”.

These changes are about more than just a matter of curriculum rejuvenation, important though that is. If made, they can play a significant part in a democratic rejuvenation in our country. More broadly, to reinforce our system of democracy and government, we must have a campaign of education that goes far beyond our schools, with billboards, social media and mailshots.

I will end with some quotes from the most important people of all: young people. Austin Morris in year 11 said:

“Democracy isn’t just something we learn from a textbook; it’s a lesson we live every day at Rugby Free Secondary, where diverse voices, collaboration and fair decisions shape our school, and therefore shape the next generations of democratic society.”

A child from Paddox primary school said:

“Learning about democracy at school helps you to express your opinions and teaches you about wider topics related to what is going on in the world.”

Another said:

“It is also important to be able to have your voice heard in things that are important both at school and in the ‘real’ world.”

Another said:

“It is important for girls to vote in elections because they had to fight hard to get their vote in the first place.”

Finally—I like this one in particular—another said:

“If you don’t vote, you shouldn’t complain about things that happen because you didn’t use your democratic vote.”

I am sure that hon. Members will concur with that. Let us be inspired by those words and many others like them from schools up and down the country. Let us make sure that citizenship learning is a force that nourishes and defends our democratic system, and empowers our young people with the confidence to engage in it for the benefit of all.

16:18

[The Minister for School Standards (Catherine McKinnell)]

I warmly congratulate my hon. Friend the Member for Rugby (John Slinger) on securing this timely debate on an incredibly important subject. He inspired us with his speech and the words of young people in particular. I know that education is a subject close to his heart, as he demonstrated clearly in his speech today. Having previously been a school governor and a trustee for Warwickshire Young Carers, I know that he shares our vision for ensuring that young people receive the right support to succeed in their education and to lead happy, healthy and productive lives.

I say that this debate is timely. It has been mentioned that we are celebrating UK Parliament Week this week, which is an incredible opportunity to get young people across the country to engage with Parliament and learn more about our democracy, our political system and how our country works. This Friday, I will be going to school assemblies across my constituency to speak to children about what I do as their MP and how they can engage in and shape their world. I am sure that many hon. Members will be doing the same. I had so many invites this year that it has been a real squeeze to fit them in. There are 35 schools from Newcastle upon Tyne North engaging in UK Parliament Week this year—I am not going to all of them—and it is fantastic that so many are getting involved.

From my own experience, some of the most powerful and persuasive engagement that I have had in my time in Parliament has come directly from children and young people in my constituency. I have lobbied previous Governments on their behalf on many different issues—the significance of now being on the receiving end of those requests is not lost on me. They have brilliant ideas that they express powerfully, so it is important that their voice is heard and their engagement supported.

[Melanie Onn]

The Minister is exactly right. In my visits so far this week, young people have raised serious and current issues, including knife crime, vaping and their impact on health. The idea that young people are divorced from the realities of society is not bearing out, but their connection with the political system is very separate. I am interested to hear her views on improving citizenship in schools.

[Catherine McKinnell]

My hon. Friend makes an important point. The last Labour Government recognised the importance of citizenship and participation in our education system, which is why they introduced citizenship education to the national curriculum at key stages 3 and 4 for maintained schools. They set up a framework to prepare pupils to play an active part in society and a platform to discuss issues that are important to them, from conflict to poverty, climate change, crime and security in our society.

Although it is optional for primary schools—my hon. Friend the Member for Rugby raised that as a concern—they are supported by non-statutory programmes at key stages 1 and 2, and the teaching of democracy forms a central part of the citizenship curriculum. That requires that pupils are taught about parliamentary democracy, the key elements of the constitution of the United Kingdom, the power of Government, how citizens and Parliament can hold Government to account, and the different roles of the Executive, the legislature and the judiciary, and of course the free press. Pupils learn the skills of active citizenship through practical opportunities to address issues of concern to them and their wider community.

The Petersfield school in Hampshire and the Association for Citizenship Teaching delivered a joint parallel election project using real-life examples from the 2024 general election and involving nearly 30,000 students across 413 schools. It gave students hands-on experience of a democratic process—for example, asking them to work in teams to simulate election parties. It mirrored a real election, from analysing party manifestos to organising voter registration, holding hustings, holding elections and comparing the school results in the local constituency. Aside from that particular project, many schools will have engaged in the ’24 election in a similar way, which is fantastic.

It is right that schools have a statutory duty as part of a broad and balanced curriculum to promote pupils’ spiritual, moral, cultural, mental and physical development. The 2014 guidance supports schools in delivering that requirement. It acknowledges that people might hold different views about what is right and what is wrong, but a school’s ethos and teaching should support the rule of English civil and criminal law, and that means embedding those fundamental values of democracy, rule of law, individual liberty, mutual respect and tolerance of people of different faiths and beliefs.

Schools embed those values most successfully when they do it right across the breadth of their provision. Whether they are taught specifically as part of a curriculum, reflected in behaviour policies, reinforced in assemblies or deepened through engagement opportunities—for example, experiencing the democratic process—we know that real experience can help young people to develop, engage in and assume those values in their own lives.

High and rising school standards are at the heart of the Government’s mission to break down barriers to opportunity. We know that is how we can deliver the best life chances for every child, but we also know that too many young people go through their whole school lives without developing the communication and critical thinking skills that are so important for them to develop that democratic engagement.

That is why we are delivering our manifesto commitment with the independent curriculum and assessment review, as already mentioned. It is a good opportunity to look at how we deliver a curriculum that ensures young people feel represented, and helps them to develop the knowledge and skills required to thrive as citizens throughout their life. The review will look at the key challenges to attainment for young people and the barriers holding them back from opportunities and life chances. In particular, it will look at breaking down barriers for those who are socioeconomically disadvantaged or those with special educational needs and disabilities.

The review has put out a call for evidence, which closes this Friday, so this is a good opportunity to encourage anyone with an interest in the issue to feed back as part of the review, because we are interested in views and we want to hear from as many people as possible. Anyone can also join live events on gov.uk and have their say in the curriculum and assessment process. Live events are being held around the country, so I encourage people to engage. The review will not decide what to recommend formally until after the call for evidence closes. An interim report will be produced in early 2025 and the final recommendations will be published in autumn 2025.

Generally speaking, schools have the flexibility to organise the content and delivery of their citizenship curriculum to meet the needs of their pupils. That might include a whole range of issues, ideas and materials, including challenging or controversial subjects, but they need to ensure political balance. My hon. Friend the Member for Rugby made a specific point about the co-operative movement. Political movements and parties are not listed as part of the current citizenship curriculum, but schools can choose to talk about them as part of their democracy discussions.

The Department currently provides a range of support to the sector, particularly through the Educate Against Hate website, to help teachers discuss some of the really tricky issues. Support for curriculum delivery also comes from resources from the Oak National academy, which launched new curriculum sequences for secondary citizenship earlier this month. Obviously, there will be a full package of support in autumn 2025.

UK Parliament does fantastic work running educational tours for pupil, youth and community groups to see how Parliament works in action. It also produces resources, which can be downloaded or ordered for free and tailored to different age groups. This really is Christmas for UK Parliament. I thank staff for the work they do all year round, but particularly this week as we celebrate the level of engagement. I encourage all schools to engage and make use of the resources for young people.

On supporting the teaching workforce, the initial teacher training and early career framework sets out the entitlement of every trainee to get the necessary knowledge and skills. It is vital that teachers get support to do that important work of engaging and teaching young people about these issues.

I will take my hon. Friend’s comments on board, and I thank him again for bringing forward the debate. It is great that it happened in this week of all weeks. I also thank all hon. Members for their contributions. It is vital that pupils have a sound understanding of the fundamental values upon which our society is founded and operates, including democracy, and their relevance to the rights, responsibilities and opportunities of living in modern Britain.

Schools clearly have a critical role to play in supporting pupils to develop those skills and attitudes. We know that many schools really embed an understanding of democracy, but we also know that the curriculum and assessment review is an opportunity to see how we can do that even better. I will finish by thanking my hon. Friend again for his fantastic opening speech. In giving a voice to his constituents, he is clearly embedding democratic values within his local area. I am sure that every MP will take the opportunity to do the same during UK Parliament Week.

Question put and agreed to.