Educational Trips and Exchanges

Baroness Coussins Excerpts

Thursday 25th April 2024 Grand Committee

Asked by

[Baroness Coussins]

To ask His Majesty’s Government what is their assessment of the importance of educational trips and exchanges from England to other countries, and the measures needed to facilitate them.

[Baroness Coussins (CB)]

My Lords, I declare my interest in languages as set out in the register. My first point, however, is that this is not just about languages; the importance of educational exchanges and trips abroad applies to many other areas of the curriculum, including geography, history, STEM subjects, art and sport. But I shall focus on languages in summarising why these trips are so important.

In fact, the DfE itself gave us one of the best and most thoughtful reasons why learning a language is so important in its document outlining the aims of the key stage 3 curriculum. It says:

“Learning a foreign language is a liberation from insularity and provides an opening to other cultures”.


Yet the EBacc boost has stalled and barely a month goes by without yet another university announcing cuts in its modern language degree courses, which in turn weakens the supply chain of MFL teachers. This vicious circle is damaging to our economy and to individuals and their employability, with UK businesses saying that our school leavers and graduates do not have the language skills that they need. On top of all that, there is a stark correlation between the lowest take-up of languages at GCSE and the regions with the highest unemployment and skills shortages. Levelling up would benefit enormously from a boost to language learning.

How do trips and exchanges help? The Association for Language Learning has reported a positive impact on educational outcomes. Trips and exchanges raise motivation as well as achievement, encourage development of life skills, and help students see wider perspectives and develop and international mindset. University students who have spent a year abroad are more likely to gain a first or 2.1 degree and are 23% less likely to be unemployed six months after graduation, compared to people who have not spent a year abroad as part of their course, whether they are linguists or not.

Against this background, the APPG on Modern Languages, which I co-chair, heard detailed evidence from stakeholders on the problems that they are up against. The decline is worsening fast: data show that 50% of schools are now cutting trips and exchanges, rising to 68% in deprived areas—a massive increase from last year, when it was only 21%, though that was bad enough. Much of the educational benefit is being eroded, as a result of schools moving to what we might call cultural leisure tourism, with stays in hotels rather than exchanges in schools and families. I do not suppose that your average 14 year-old staying in a hotel with 30 classmates spends much time immersed in a language or practising their spoken French or Spanish.

The reasons for this decline, as presented to the APPG by teachers are fourfold: post-Brexit paperwork for travel and border checks; the increased burden of DBS checks; the lack of, or conflicting, official guidance; and, lastly, access to opportunity and funding. The impact of all this is unsustainable pressure on staff time and increased costs for schools and families; inequity, with some families having to pay more for the same trip; and the risk of a stressful journey, with delays caused by border checks.

Based on all this evidence, the APPG submitted a six-point plan of action to the DfE. I know that the Minister has seen this plan, as well as the reply that we received from Damian Hinds, the Schools Minister. However, we think the response rather weak, and I appeal to the Minister to work with the APPG to achieve more before another whole cohort of students loses out on what should be one of the most inspiring and stimulating parts of their education.

There are six practical steps to turn things around. First, it is not just a problem for the DfE to resolve. I see the Minister sighing with relief. The problems are rooted also in the Home Office and the FCDO. We need cross-departmental leadership and a designated Minister to co-ordinate this work. I believe the Minister would have exactly the right attitude and clout for this. What is more, she could rely absolutely on active help from stakeholders across the sector. The ALL, the Association of School and College Leaders, the Association of Colleges, the British Council, the School Travel Forum, all the relevant embassies and cultural institutions and, of course, the APPG would pitch in to support her. I have also had supportive contact with ABTA, the school travel organiser, the Boarding Schools’ Association and the Sutton Trust. That is quite an alliance.

Secondly, the paperwork and costs must be reviewed. We should look at bringing back the list of travellers scheme, which allowed non-EU nationals to travel without a visa or ETIAS to EU member states. We should also explore bringing back a new group passport scheme. Where passports are necessary, we should reduce their cost; £53.50 is just too much for some families for an under-16 passport. The bilateral agreement with France on easing travel rules for educational group visits should be extended proactively by HMG to all EU countries. We should not wait to be approached, as suggested by one Home Office Minister; it is in our interests to make it happen and we should ensure that the arrangements are reciprocal. Last week, the Government—and, indeed, the Labour Party—gave very short shrift to the European Commission’s proposal for a UK-EU youth mobility scheme for 18 to 30 year-olds, saying that we now prefer to deal bilaterally. If we really are too squeamish now to deal with the EU, can we at least see some proactive bilateralism?

Thirdly, we need clear and consistent guidance to help teachers plan trips. The FCDO travel entry information must cover school groups that include both UK and non-UK nationals, while accurate information on visas—including Schengen visas—and discrepancies between the advice to schools from local authorities and that coming from the FCDO must be ironed out.

Fourthly, I turn to the burden of DBS checks, where—happily—there seems to be some welcome progress. Checks already carried out by another organisation, such as the Duke of Edinburgh scheme, are now allowed without people having to go through the whole process again. Schools are also now free to decide whether an enhanced DBS is always needed for every adult in the household. However, these changes are not yet common knowledge in schools, so more needs to be done to communicate them.

Fifthly—I know that this is a big ask, given what the Minister has said on this topic previously—the Turing scheme should be reviewed. The new, more streamlined application process has been welcomed, but schools tell us that they also want multi-year funding cycles because a single-year cycle is impractical for many schools and colleges and their international partnerships. We know from experience that reciprocity helps the future MFL teacher supply chain, which badly needs boosting.

The easiest way of doing this, of course, would be to rejoin Erasmus+ as a non-EU associate country. I implore the Minister to respond positively to the invitation earlier this month from the European Economic and Social Committee for us to enter into negotiations to rejoin Erasmus+. The reason for leaving it given by the UK representative there was that the UK’s language skills are just too poor to justify the expense, which seems to me the very reason for being in it and which would pay off in the long term.

Sixthly, and finally, our plan of action proposed a number of initiatives to incentivise participation, for example, rejoining or creating a UK version of eTwinning; promoting more energetically the quality assurance schemes to support teachers and schools, such as those offered by the School Travel Forum; the LOtC Quality Badge; and the British Council’s International School Award. I salute the Minister for being here today to reply on these matters, many of which fall outside the remit of her department, but I very much hope that she will agree to initiate the cross-departmental action needed to improve the situation I have been describing. I look forward to her response.