Education: English Baccalaureate Certificate

Baroness Hughes of Stretford Excerpts

Monday 14th January 2013 Lords Chamber

[Baroness Hughes of Stretford]

My Lords, I, too, commend the noble Earl for bringing this debate to your Lordships’ House and for providing the opportunity to give voice to the groundswell of concerns about Michael Gove’s proposal for the English baccalaureate.

Unfortunately, as the noble Lord, Lord Clement-Jones, and others around the House have commented, the Secretary of State’s greatest success has been to forge a wide coalition of opposition, embracing not only the arts but sport, business, entrepreneurs, faith organisations, his own exam watchdog and many schools.

By adopting the language of the international baccalaureate, the Secretary of State would have us believe that the EBacc embodies the same principles and might enjoy similar acclaim. Yet the narrowness and rigidity of the EBacc could not be further from the international baccalaureate, in which, for example, students aged up to 16 years—the age we are talking about—are required to study not five but eight subjects, including arts, physical education, the humanities and technology. As we have heard this evening, can so many people in so many different sectors be wrong in their concerns about the EBacc? Four years before the first EBacc exams are taken, as the noble Lord, Lord Storey, and my noble friend Lady McIntosh, pointed out, we are already seeing schools not replacing arts teachers and reducing the number of hours and subject options in art, design, technology, music and drama.

The research that my noble friend referred to shows that last year 45% of schools cut courses, and this year 27% did so, with art, design, technology and the performing arts being the worst hit. Therefore, whether or not the Government finally decide, as the noble Baroness, Lady Perry, suggested, that there will be an individual EBacc certificate in the arts by 2017, it will be too late by then because it is the EBacc itself—this group of five subjects that my noble friend Lady Morris referred to, quoting Michael Gove as regards the “gold standard”—that is now driving schools and forcing the arts out of the curriculum, as my noble friend Lord Smith pointed out. Not only will that be to the detriment of many pupils but it will starve our economy of the creative and enterprising talent of the future. With Britain now a world leader in the creative industries, is it right to risk squandering that advantage from the point of view of both our young people and our economy?

So I ask the Minister, first: what are the Government doing to monitor the extent to which these subjects are being cut from the school curriculum, and when will they intervene to prevent further cuts and the loss of teaching capacity in the creative subjects? We could make an equally important case in respect of physical education and sport, and indeed, many are doing so. Similarly, business leaders have expressed concern about the impact of the EBacc on preparing students and equipping our economy with the skills of the future.

We on this side believe, like the CBI, that all students should continue to study English and maths up to the age of 18. Will the Government require all students to do so? Will the Government now listen to the groundswell of protest about the marginalisation of these key subjects and suspend the implementation of the EBacc while we consider more fully more imaginative changes to equip our young people and our economy for the 21st century, not for the 1950s?

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[Baroness Hughes of Stretford]

There is in fact a middle years programme that is taken up to the age of 16 in the international baccalaureate. That is what I was referring to. Students up to the age of 16 are required to take eight subjects, not five.

[Baroness Garden of Frognal]

I apologise to the noble Baroness because I misunderstood her comment. The international baccalaureate certainly is a wonderfully rounded programme, but it is not suitable for all pupils—just as the English baccalaureate will not be suitable for all pupils. Schools will be able to opt for different ways of meeting the needs of their pupils. A number of noble Lords referred to the inspirational nature of the Olympic and Paralympic Games last year where we saw arts and music so brilliantly on show. They were a true credit to all the skills and talents that we have in this country.

I am conscious that I have not addressed all the issues that were raised in this brief debate, but I can see the strength of feeling in the House which no doubt will manifest itself again and will be relayed to the department when the discussions on these subjects take place. I thank all noble Lords for their wide-ranging and powerful contributions to this fascinating debate. I hope that I have reassured your Lordships that the Government are committed to the arts in the UK. We have demonstrated that commitment by investing more than £2.9 billion over this spending review period. We should never forget that a good education, including high quality arts and cultural education, has the power to change a child’s future, whatever their background. We should be proud of the UK’s international standing in the creative industries and acknowledge the invaluable part that the arts play in the life of the country.