Higher Education and Research Bill

Debate between Baroness Brinton and Baroness Lister of Burtersett

Committee: 5th sitting (Hansard - continued): House of Lords
Monday 23rd January 2017 Lords Chamber

[Baroness Brinton (LD)]

My Lords, my name is attached to the amendments submitted by my noble friend and I have one that I believe complements his amendments. I remind your Lordships’ House of the amendment on the role of the Director for Fair Access and Participation, when we were debating—and I used as an illustration—the responsibility of the director for ensuring that the responsibilities regarding disabled students were being appropriately delivered by institutions.

It is worth reminding ourselves, going back nearly two years to when the Government began their consultation on the cutting of funding for disabled students’ allowance and transferring some of the funding to institutions, that at the time this was heralded a great thing for better targeting disabled student support. Many of the specialist organisations that work with disabled students provided evidence to the contrary at that consultation. The National Deaf Children’s Society gave a case study of Isla, a young woman at the University of Edinburgh who asked the disability office repeatedly before she arrived for support. The case study says:

“She arrived early for lectures and asked tutors to wear the loop-system microphone, but found that microphones rarely worked or tutors forgot to use them. In a laboratory session she asked to be allowed to sit near the front so she could lipread, but the tutor was not supportive”.


Isla said:

“She said to me, ‘Well, you’ll just have to sit through it for this tutorial, this lab, but for the next time I’ll have you down the front’. Next time I went in, she still hadn’t changed it. I was raging. I was like really angry”.


The case study continues:

“As time went by, Isla realised that she was missing out on most of the content of her course. She dropped out at Christmas”.


Isla said:

“We had a couple of big papers coming up. I had started them. I had no idea where I was going with it. I e-mailed my tutor and said, ‘Look, I’m not coming back. I can’t. I can’t hear anybody, so I can’t’. He said, ‘I’m sorry to hear that’. That was it”.


That may be one example but I know from my time working in an institution some years ago that a lecturer refused to wear a microphone so a deaf student could hear, on the grounds that she might record the lecture and so infringe his personal copyright. I am pleased to say that the university dealt with that matter expeditiously. Putting the responsibilities on universities and reducing funding cause problems. That is why I support the comments made by my noble friend that we are now two terms into the new system and there is no clear guidance for institutions. That is deplorable and lies at the hands of the Government.

I want to go back a step from that to our responsibilities as a state. The United Nations Convention on the Rights of Persons with Disabilities is very clear about the responsibilities that we have as a state and as education institutions to provide support for students. It notes a:

“Lack of disaggregated data and research (both of which are necessary for accountability and programme development), which impedes the development of effective policies and interventions to promote inclusive and quality education”.


It also notes that there are:

“Inappropriate and inadequate funding mechanisms to provide incentives and reasonable accommodations for the inclusion of students with disabilities, interministerial coordination, support and sustainability”.


I worry that we are moving into that world at the moment where we do not quite know what is going on between institutions and the department. But the department has already handed over the responsibility for the support of disabled students to institutions.

The convention goes on to say at paragraph 12(i):

“Monitoring: as a continuing process, inclusive education must be monitored and evaluated on a regular basis to ensure that neither segregation nor integration are taking place, either formally or informally”.


Isla’s story is segregation writ large. Later on the convention talks about implementation at a national level. This is the responsibility of the Government, even if they choose to devolve the power down. Paragraph 63(d) speaks of:

“A guarantee for students with and without disabilities to the same right to access inclusive learning opportunities within the general education system and, for individual learners, to the necessary support services at all levels”.


Paragraph 63(g) speaks of:

“The introduction of accessible monitoring mechanisms to ensure the implementation of policies and the provision of the requisite investment”.


Finally, on my personal favourite topic of training, paragraph 73 says:

“Authorities at all levels must have the capacity, commitment and resources to implement laws, policies and programmes to support inclusive education. States parties must ensure the development and delivery of training to inform all relevant authorities of their responsibilities under the law and to increase understanding of the rights of persons with disabilities”.


With the introduction of the new system, there are some real concerns among student assessors about the arrangements for professionals under the new quality assurance framework for the non-medical helper support funded through the DSA. Higher education providers are reporting that it can be difficult to find interpreters for sign language due to the new requirement for freelancers and agencies to have to register with the DSA-QAG. This is an important issue and we are already getting comments, such as this anonymous quotation from a discussion forum of student assessors trying to help deaf students before Christmas:

“Already running into problems finding support that meets QAG requirements – I’m already starting to draw a blank for some students who need e.g. specialist note-taker, language support tutor as agencies – despite listing this in their range of support on the QAG site – are saying they can’t recruit people who meet the required qualifications (as set by QAG). Anyone else having this problem? Any possible solutions on the horizon??”.


The silence from the department is deafening. Unfortunately, the impact for students in our system means that it is not working. That is why I repeat my earlier statement, when we discussed the role of the Director for Fair Access and Participation, that there must be a specific role for monitoring support for students with disabilities. These are probing amendments, but they pick up the point about monitoring and evaluation to ensure that our students are not deserted by this nation state in contravention of the United Nations convention.

[Baroness Lister of Burtersett]

My Lords, I support these amendments and would like to speak briefly about the very important points that have been made. For a number of years I chaired the disability and additional needs committee at Loughborough University, and was very aware of the importance of adequate support for disabled students and how difficult it is when that support starts breaking down. I am very out of touch with it now but I was shocked by what was said about the guidance, and I hope that the Minister will be able to give a firm assurance that there will be no further delay in issuing that guidance.

I have a broader point to make about equal opportunities, as some of these amendments go beyond disability. The staff body is as important as the student body. I am prompted to say that by a report, which I think I read last week, about the complete absence of senior black staff in universities. If there are no senior staff and very few lecturing staff, and all the black members of staff are cleaners or porters, what kind of signal does that send to young black people who might be thinking of going to university, if they see those institutions as purely white ones? When we talk about equality of opportunity and access for students, we must bear in mind what is being done in relation to staff in the examples and role models that are being provided.

Counter-Terrorism and Security Act 2015 (Risk of Being Drawn into Terrorism) (Amendment and Guidance) Regulations 2015

Debate between Baroness Brinton and Baroness Lister of Burtersett

Monday 23rd March 2015 Lords Chamber

[Baroness Brinton (LD)]

My Lords, I follow the comments just made by the noble and learned Lord, Lord Hope, by saying that one of the benefits of both new sets of guidance, for England and Wales and for Scotland, is that the tone is very different. That is enormously helpful. I am also very grateful for my noble friend’s comments about the final decision on external speakers being made by the next Government.

However, I would ask the Minister for absolute clarification on one point. I know that there have been discussions outside your Lordships’ House following the consultation on exactly what would happen if agreement were not reached on the thorny issue of external speakers. Could my noble friend give reassurance that the guidance to higher and further education would be withdrawn completely should such an agreement not be reached? Clearly, the reference within the guidance makes it absolutely clear that this is one of the Government’s major concerns.

I would be very grateful as well if our thanks could be passed back to the Minister’s civil servants for the hard work involved in accepting the many thorns in the flesh that your Lordships’ House has provided in the detailed discussions of this, especially given that the Commons did not have the chance to talk about the detail of the guidance when it considered the matter.

[Baroness Lister of Burtersett (Lab)]

My Lords, I welcome the opportunity to debate the guidance and welcome a number of the additions to the original draft, notably: the addition of the reference to the public sector equality duty in the Equality Act in paragraph 12; the cross-reference to “other relevant safeguarding guidance” in paragraph 40; and, in particular, the expectation in paragraph 111 that higher education institutions will,

“seek to engage and consult students on their plans for implementing the duty”.

The role of students—listening to what students have to say—is really important, so I welcome that. I am sure that the inclusion of a definition of “Having due regard” in the glossary will be helpful to all those non-lawyers in the higher education sector.

As during our discussion of the Bill, I will focus my remarks on higher education. Here, as the Minister has acknowledged, there is a glaring omission, with the reference to the issue at a later date of,

“guidance … on the management of external speakers and events”,

including, I am pleased to say, on how the Prevent duty will interact with,

“existing duties to secure freedom of speech and have regard to the importance of academic freedom”,

which, thanks to the deliberations in your Lordships’ House and to the Minister’s willingness to listen, were written into the legislation.

Although I understand the reason for the omission, having read about it in the press—I do not want to intrude into private debates on this—it is regrettable that the most contentious part of the draft guidance when it was discussed in your Lordships’ House is not available for your Lordships to debate today, as opposed to what may happen. I very much endorse the plea made by the noble Baroness, Lady Brinton, that, if agreement is not possible, the whole thing should be withdrawn. I also very much urge on the Minister, or any future Minister, that in the time between now and this being brought forward there should be proper engagement and consultation with the higher education sector to try to reach agreement on something that will be workable, unlike the original draft.

Concerns also remain about the position of student unions and societies. The guidance, I am glad to say, now acknowledges that student unions are already,

“subject to charity laws and regulations, including those that relating to preventing terrorism”.

But the NUS states:

“However, the continued emphasis on student unions’ compliance with their institutions’ policies remains worrying and indicates a misunderstanding of the autonomy of students’ unions which could lead to confusion and conflict between institutions and students’ unions”.

The NUS also commends the guidance for Scotland as achieving,

“a better balance in this respect”,

with a greater emphasis on co-operation with, rather than control by, higher education institutions. Can the Minister clarify the Government’s understanding of the implications of student unions’ autonomy in this area and explain why the Scottish guidance differs from that for England and Wales? I cannot see what the particular circumstances of Scotland are to explain this difference.

The other most contentious element in the original draft guidance was the very broad definition of extremism as,

“vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs”.

Perhaps even more worrying was the inclusion of “non-violent extremism”. The Joint Committee on Human Rights—again, I declare my interest as a member—emphasised its concerns about such vague terms in its legislative scrutiny report and warned:

“This legal uncertainty will have a seriously inhibiting effect on bona fide academic debate in universities, and on freedom of association”.

UCU, my former trade union, has expressed similar concerns around the revised guidance. So-called fundamental British values, it says, include values and concepts which are rightly the subject of debate and consideration in universities. It is not appropriate for universities to be required to exclude those who lawfully oppose them.

According to the summary of responses to the consultation, this issue attracted some comment, including concerns about that very vagueness. Yet the revised guidance does not appear to have attempted to address these concerns. Can the Minister explain why not? I do not want to make too much of it but can he also explain why the Scottish guidance does not make reference to “non-violent extremism” in the higher education section? If it is not necessary to repeat the earlier general reference there, why is it necessary to do so in the guidance for England and Wales?

Turning to training, the guidance requires a willingness to undertake training of what it calls “relevant staff”. It says:

“We would expect appropriate members of staff to have an understanding of the factors that make people support terrorist ideologies or engage in terrorist-related activity. Such staff should have sufficient training to be able to recognise vulnerability to being drawn into terrorism”.

The guidance also suggests:

“Changes in behaviour and outlook may be visible to staff”.

The Minister, James Brokenshire, when he gave oral evidence to the JCHR, said:

“There might be someone whom a lecturer has concerns about, not simply because of one particular lively debate, but because they are becoming withdrawn and reserved, and perhaps showing other personality traits”.

All this suggests that we are talking about staff who are in close contact with students—for example, lecturers or personal tutors—who will need to be trained as they are presumably the most likely to pick up on such vulnerability or changes on a day-to-day basis.

I was surprised that the impact assessment—if I have read it correctly; perhaps I have made a mistake—assumes that 15 people in every HE and FE institution will receive Prevent awareness training once every two years at a cost of £46,500. Who does the Minister envisage that these 15 or so people will be? What positions will they hold? Clearly, they cannot be at the chalk—or what is now the whiteboard—face of teaching. I am not arguing for mass surveillance of students by lecturers but there seems to be an inconsistency here that could leave teaching staff exposed if they are expected to play an active role in preventing students being drawn into terrorism without being given the training that the guidance itself acknowledges is necessary for people to be able to fulfil this role. Again, I would be grateful for clarification, as it may be that I have misread the impact assessment.

Finally, is the Minister now in a position to clarify HEFCE’s role, as that has not been spelled out in the guidance? Here, UCU repeats its concerns about HEFCE’s ability to regulate institutions with which it has no formal funding relationship. Has this now been resolved? What steps will be taken to prepare HEFCE for this new role?

For all the very welcome improvements that were made to the Bill during its passage through your Lordships’ House and the improvements that have been made to the guidance, the guidance still raises a number of very real worries. This is all the more so in the light of the recent newspaper report about Imperial College cancelling a booking for an international conference on Palestine at the last minute because of what speakers might say. If this is true—I have not been able to check the newspaper report—it suggests that the legislation is already having the very chilling effect that many Members of your Lordships’ House warned about when the legislation was going through. I am not convinced that the guidance as it stands is sufficiently robust to guard against such a chilling effect.

Counter-Terrorism and Security Bill

Debate between Baroness Brinton and Baroness Lister of Burtersett

Wednesday 4th February 2015 Lords Chamber

[Baroness Lister of Burtersett (Lab)]

My Lords, on behalf of the Joint Committee on Human Rights I would like to say how much I welcome the government amendment. It is nice to be able to welcome Government amendments unequivocally on this occasion. The Government have accepted just the one recommendation in our report, and we are very pleased that they have.

[Baroness Brinton (LD)]

My Lords, my name is on Amendment 14F and I also want to thank the Minister for his Amendment 14E. As I said in Committee, after going to war, curtailment of freedom is one of the most important things that a Government must consider doing. Given the seriousness of that, it seemed extraordinary that there was no scrutiny by Parliament, so I am grateful for that. On a slightly lighter note, and not strictly to do with this amendment, the fact that 33% of terrorists have been to university was repeated this evening. I wonder whether we need much more draconian measures for schools, given that 100% of terrorists will have attended school.

Children and Families Bill

Debate between Baroness Brinton and Baroness Lister of Burtersett

Wednesday 23rd October 2013 Grand Committee

[Baroness Lister of Burtersett (Lab)]

I rise to speak in support of Amendments 65D and 219. As the noble Lord, Lord Low, said, Amendment 65D was a recommendation of the Joint Committee on Human Rights. I am very grateful to him for moving it so ably. There are really no more arguments to put, because he put all the key arguments. Does the Minister accept that the amendment avoids the crude binary distinction between inclusion and specialism that the Government understandably wish to avoid? If he does, will he accept the recommendation? If he does not accept it, is there some other wording that he would accept that would enable the principle of inclusion to be put in the Bill? As the noble Lord, Lord Low, said, it is an important principle.

The Joint Committee on Human Rights also gave its support to Amendment 219. It is a broader amendment than the amendment recommended by the Joint Committee. UNICEF’s The State of the World’s Children 2013: Children with Disabilities report emphasises that an accessible environment is essential if children with disabilities are to enjoy their right to participate in the community. The right to participate in the community is fundamental to citizenship. I am sure every noble Lord in this Room believes in the equal and full citizenship of disabled children. Therefore, I hope the Government will be able to accept this amendment.

[Baroness Brinton]

My Lords, I declare an interest as a trustee of UNICEF. I, too, am delighted to be speaking in favour of Amendment 219, which can bring about the transformation of education—much of our emphasis today has been on education—and, importantly, health and social care services, which is needed to make them truly inclusive for families with disabled children.

I strongly believe that the starting point for looking at the reforms to SEN in this Bill should be that a disabled child has just as much right as every other child to be involved in their community, to be visible in their own community and to have the same opportunities as their non-disabled peers. Despite some very welcome reforms to support for disabled children and children with SEN in the Bill, I fear that the right of disabled children to participate in their community will not be sufficiently realised through the Bill. This concern is shared by UNICEF and the Joint Committee on Human Rights, as the noble Baroness, Lady Lister, noted.

There is compelling evidence that families with disabled children currently encounter huge difficulties in accessing support in their community. Indeed, Scope’s recent Keep Us Close report found that a mere 14% of families with disabled children said they could get all the support they needed in their local community. Therefore families which already face immense challenges on a daily basis more often than not encounter a closed door when it comes to ensuring that their children enjoy the same opportunities as other children.

The Government previously stated in Committee on the Bill in the other place that there are already duties in place to ensure that appropriate provision is made for children and young people with special educational needs and disabled children and their families. However, such duties are clearly failing to achieve their intended purpose. Although the Equality Act 2010 requires organisations to be proactive and responsive in ensuring that the public services that they provide are inclusive and accessible, the reality is that services for disabled children are often developed, planned and commissioned separately from other community services, and consequently miss more strategic opportunities to create joined-up support and a more inclusive society. Parents are confronted with local activities and services that are inaccessible or a lack of support services to enable disabled children to join in with local activities such as youth groups or even simply playing in the park with their peers.

The Government need to set out a clear strategic direction and create a strong imperative for local authorities to focus on accessibility of local services, and that is exactly what the amendment would do. Although a number of local authorities undertake excellent work alongside families with disabled children to ensure that their needs are met by mainstream services—notably Suffolk, Leeds and Blackpool—not all local authorities are as progressive. Many local authorities and voluntary organisations want to provide more inclusive and accessible services, and the amendment would help to give them a chance to do that.

Such a duty on local authorities and NHS bodies would not have to be burdensome. Disabled children and those with SEN more often than not do not need hugely different or specialist services. With small changes to an existing service, we can make them accessible and inclusive for disabled children. It is not about providing more and separate services, but, rather, targeting current provision in the most effective way.

Indeed, making services accessible and inclusive for disabled children is just as much about changing attitudes as it is about making physical adjustments. It is about breaking down many of the fears and misconceptions about what inclusion means and ensuring that services see children simply as the individuals who they are—forcing services to think more creatively about how they can meet the needs of families with disabled children and allow the 1.7 million disabled children and children with SEN to reach their potential.