Citizenship and Civic Engagement (Select Committee Report)

Baroness Royall of Blaisdon Excerpts

Monday 19th November 2018 Lords Chamber

[Baroness Royall of Blaisdon (Lab)]

My Lords, that was an excellent speech; many important points were raised. I look forward to the Minister’s answers, because it is absolutely clear that poverty should not and must not be a barrier to citizenship.

I have been passionate about citizenship and civic engagement for many years, so I was delighted when this Select Committee, for which I was one of the catalysts, was set up. I congratulate the committee on its excellent work and thank the countless organisations, NGOs, academics and citizens that gave evidence on this crucial topic.

This report has excellent recommendations that will support the very fabric of our democracy, ensuring that young people are entrusted and encouraged to be active citizens, and that Parliament recognises the role it must play to provide the environment for them to do so, especially as we approach a post-Brexit Britain. My noble friend Lord Blunkett is right: our democracy is in crisis. The importance of democracy must be understood. This means that there must be education and that democracy must be nurtured through representation and voting.

I will raise just a few points that I believe are most vital to address the challenge laid out by the committee of ensuring that all citizens have government support to embark on their “civic journey”, in which social action, democratic participation and social belonging are available to all. Of course, people must take responsibility to play an active role in our democracy, but if the opportunities, education and initial engagement are not adequate and meaningful, then it is down to Parliament and its Members—from all parties and none—to address the root causes of poor civic and community engagement.

This must start with education. I am proud of what the Labour Government did with citizenship education. Since then it has got poorer and poorer. The statistics that my noble friend Lady Morris gave are deeply alarming. Citizenship education in schools must be prioritised as a policy commitment and resourced effectively, including formal programmes of assessment, Ofsted inspections of school delivery and expanded teaching training initiatives.

I welcome the initiatives from the Government’s democratic engagement plan, such as the introduction of a National Democracy Week, but it does not do enough to address the gaps left by meaningful citizenship education. The very date of National Democracy Week alienates many schools and colleges because it falls in a holiday period. I could not see, via the government portal, a significant increase in young people joining the electoral roll.

I welcome extra-curricular efforts to engage young people in civic and community life, but this must also be addressed within the curriculum, across every school and within a framework so that Ofsted demonstrates effectiveness. This is why I urge the Government to take forward recommendation 9,

“to create a statutory entitlement to citizenship education from primary to the end of secondary education. This should be inspected by Ofsted to ensure the quantity and quality of provision”.

As an avid supporter of Bite The Ballot and its work to ensure young people are registered to vote and engaged in our democracy, I also urge that a citizenship curriculum invite our young people to register to vote from the age of 16, while understanding the benefits and responsibilities of doing so. Indeed, I fervently support votes at 16.

We must address these issues where and when we know we have a captive audience—that is, from ages four to 18 within schools. For it to be done well, I strongly support recommendation 11:

“The Government should establish citizenship education as a priority subject for teacher training, and provide bursaries for applicants”.


The noble Lord, Lord Hodgson of Astley Abbots, was right: the Government’s response on this was very disappointing. The Government committed to introducing specialist leaders of education for citizenship, but they have done nothing to set this in train or to tell teachers and schools to apply.

The report points to a whole host of evidence that citizenship education in the UK and globally can increase the likelihood of voting and expressive political participation in adulthood, mitigate the social, economic and cultural inequalities in political participation, and reduce rates of gang membership and violent crime among vulnerable groups. We cannot go a week without seeing in the media another young life taken by knife crime, so let us use citizenship education as one of the means of tackling the root causes of alienation, disfranchisement and apathy.

Once the foundations are laid within education, we can ensure that young people are socially active and supported through the work of the NCS and other volunteer organisations, such as the fantastic charity City Year. I agree with recommendation 22:

“The National Citizen Service cannot be seen as a short one-off programme and must be designed to create a lifelong habit of social action”.


While I support the NCS, it is still a short, one-off programme. That is not good enough. I dare to believe that if citizenship education kick-started young people’s knowledge of and participation in civic society, the NCS is the place that they would go to develop it further. It is where they can learn how to become socially active, with a variety of skills and tools to ensure that they do so for life, not just for one summer. But the NCS still acts too much in isolation, not taking its responsibilities and using its huge funds to be part of a pipeline. The partnerships between the NCS, the Duke of Edinburgh’s Award and the Scout Association are welcome, but are not enough. Too many local youth initiatives have been starved to death to feed the NCS.

I am chair of the People’s History Museum, the national museum of democracy. I am proud that it is diverse in every way and that it not only focuses on the history of our struggle for democracy, but informs the present. It has community curators and works with schools, diverse communities and hard-to-reach groups to nurture understanding of our democratic rights. Its current exhibition “Represent!” includes videos of the maiden speeches of my honourable friends, Rushanara Ali and Shabana Mahmood. When a young Muslim woman saw these speeches recently she literally cried, saying, “I did not know that there was a place in Parliament for people like me”.

I end with a stark demonstration of the need for civic engagement and understanding of the system in which we live. A young friend was harassed as a consequence of being a councillor. She phoned 101 to report this and was asked, “What is a councillor?” She was advised to go to the police. She went along to the police station and was asked by the person sitting at the front desk, “What is a councillor?” That says it all.