Education: British Values

Baroness Berridge Excerpts

Thursday 26th June 2014 Lords Chamber

[Baroness Berridge (Con)]

My Lords, I declare an interest as a trustee of the think tank, British Future.

I could not agree more with the commitment by the Secretary of State for Education,

“to ensure that all schools—faith and non-faith—make sure that children are integrated into modern Britain”.—[Official Report, Commons, 9/6/2014; col. 269.]

I am grateful that my noble friend Lord Storey’s debate explicitly states that this should be for all educational establishments, universities as well as schools, private as well as state-funded. But I regret that this discussion is against the backdrop of the issues in Birmingham and so soon after the often acrimonious debate around whether Britain is a Christian country.

British values have been left for too long in the “too difficult” box and we stir only when there are headlines about gender segregation in universities and have a feeling that that is not quite right. The increase over the past 15 years in the messages and ideas from all over the world that we can receive via our smartphones means that this debate is long overdue. Of course, it is difficult to pin down British values, but failing to agree on everything does not mean that we will not agree on some things. Whether others share our values does not dilute their Britishness.

I have two quick examples. Women are equal citizens in our country, exhibited by equal pay; voting rights; being on the board of a FTSE company—for the first time in our history there are no all-male FTSE company boards; staying at home with your children, or working, or doing both; and having equal access to our courts. Some girls grow up within rural or religious communities where women’s roles are assumed. The role of British values in education, practically, is to show girls that there are other options for them—then, they choose. I am not naive about the community or cultural barriers that there are to exercising such a choice, but unless these girls are shown those other roles, we know that the choice that they make to stay in assumed roles is no choice at all.

Secondly, there is the issue of choice in religious identity. As chair of the All Party Parliamentary Group on International Religious Freedom I have accidentally picked up evidence that the freedom to change your religious beliefs is not as widely embedded in our society as I had assumed. A report from a lady within a black Pentecostal Church community, who wants to become a humanist but is not at liberty to convert, broke all my stereotypical thinking on that issue. The United Kingdom promotes freedom to convert in the Foreign and Commonwealth Office, and broadcasts such values via the BBC World Service. So why do we not do the same in our education system? We must stop assuming that values are somehow picked up by osmosis. They need to be taught, promoted and defended. Two world wars won us the freedom to have this very debate on British values and it is time that we used it.