Cultural and Education Exchanges
Baroness Smith of Newnham Excerpts(2 years, 9 months ago)
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Baroness Smith of Newnham (LD)
My Lords, if I were to declare all the interests that would be relevant this afternoon, I would go well beyond my two minutes. Therefore, I am minded to give just one: a school exchange transformed my life and, without it, I would not be sitting here today. On 1 April 1984, I went on an exchange—I remember the date because someone put a fish on my back, which is the French equivalent of an April fool. It changed my life because it gave me the confidence not just to speak French but to understand other cultures. I teach European politics and have worked abroad, and this is all thanks to a school exchange.
How many people are being deprived of that in the 21st century? Things that were second nature when I was at secondary school and when your Lordships were at school are now no longer as possible. Surely, if Brexit and “going global” are to mean anything, we need to find schemes that are not just as good as Erasmus or individual schemes but even better, as my noble friend Lady Featherstone said.
Exchanges are about cultural exchange and understanding. They matter for the individual and society, as my noble friend Lord Alderdice pointed out, but they also matter for the economy. What “assessment” have the Government made, in the words of the Question of the noble Earl, Lord Clancarty, about the impact of exchanges on the economy, individuals and the ability of the FCDO to recruit? If we want the best diplomats, and to engage internationally, surely we need people to have developed linguistic skills. Finally, if the Welsh Government can replicate Erasmus+, why cannot Her Majesty’s Government?
Social Mobility
Baroness Smith of Newnham Excerpts(3 years, 6 months ago)
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Baroness Berridge (Con)
My Lords, I can assure the noble Baroness that local enterprise partnerships are, as the report outlines, one of the solutions here in opportunity areas. They are funded by a grant to the local authority, so it is up to the local authority to then put the stakeholders around the table, and the LEPs are very much involved in that. We are also trying to support disadvantaged children nationwide by developing a national tutoring programme.
Baroness Smith of Newnham (LD) [V]
My Lords, the report makes clear that both place and education have significant impacts on social mobility. What assessment have the Government made of the additional impact of Covid in further exacerbating such differentials?
Baroness Berridge (Con)
My Lords, the noble Baroness is correct. In terms of the impact of Covid, we have recently commissioned Renaissance Learning to assess children as they return to school, and that is being evaluated by the EPI. One reason that is very positive is that it will not be an additional burden on teachers. Renaissance Learning is a tool that schools already use, so they have baseline data and, as they begin to use the same tool again, we should have an assessment as soon as possible of where children are in their education.
Examinations: A-level and GCSE
Baroness Smith of Newnham Excerpts(3 years, 7 months ago)
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Baroness Berridge (Con)
My Lords, in relation to next year’s exams, the department is just about to embark on a whole programme of engagement with stakeholders. I will obviously take back the noble Baroness’s suggestion that we consult the widest possible group of people so that we can learn from what happened last year and ensure the position for 2021.
Baroness Smith of Newnham (LD) [V]
My Lords, I refer to my entry in the register of interests: I am a university academic. What conversations are the Government having with universities about the possible disparity between the A-levels that students might achieve next year and the academic background that they need for certain subjects such as medicine if they have lost part of the syllabus because of teaching breaks owing to Covid?
Baroness Berridge (Con)
My Lords, the Minister for Higher Education, Michelle Donelan, has been meeting, at times daily, with a higher education task force. In relation to A-levels, there have been many fewer changes to the curriculum instructions issued by Ofqual. There have been changes to subjects such as music and drama because we recognise that those students must have the breadth of curriculum to progress to higher or further education. However, we are of course working on contingency plans. That is the stage that we are at at the moment, and I will take back those comments to the department.
Schools and Colleges: Qualification Results and Full Opening
Baroness Smith of Newnham Excerpts(3 years, 7 months ago)
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Baroness Berridge (Con)
My Lords, yes, there will be a 2021 contingency plan. As I have mentioned, Ofqual has already consulted in relation to 2021, and one of the suggestions in that consultation was a short delay to the sitting of exams. I cannot remember offhand whether moderated assessments were part of that consultation, but this highlights again the issue of what form the examinations will take. There is the direction of government policy, but then it is for Ofqual to run that. I will make sure that the idea of moderated assessments is put forward. As the noble Baroness will probably be aware, Ofqual has delegated to a sub-committee of its board chaired by Amanda Spielman, who will take forward what the system will be for examinations next year. We recognise that decisions need to be made as soon as possible.
Baroness Smith of Newnham (LD) [V]
My Lords, I refer to the register of interests; I am a Cambridge academic. The Statement the Minister did not have the opportunity to read to the House states:
“To ensure that students can progress to higher education, we intend to remove the temporary student-number controls that had been introduced for the coming academic year.”
There is then also a discussion about deferring places for students who got their grades this summer. What impact do the Government expect these changes to have on students just entering year 13? They have had their year 12 education damaged or impeded and will potentially face a challenge for places next year.
Baroness Berridge (Con)
My Lords, until students enrol at the end of this month—clearing is still going on at the moment—we will not know the enrolment for this year and the implications for higher education institutions. Obviously, the process is beginning for next year’s students, and I know that some schools used the one-on-one contact with students at the end of last term to talk to them about that process and their personal development statements. Of course, there are offers of deferral to next year for this year’s students, as an option when courses are full and they do not want to be on a substitute course this year. Further details of the impact on next year and the decisions that need to be made will be given as soon as possible.
Brexit: Trade Agreements
Baroness Smith of Newnham Excerpts(6 years, 3 months ago)
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Baroness Fairhead
The referendum decision was to leave the EU, and as we leave the EU, we will no longer be party to those agreements. We have to get that continuity so that we have security for our businesses.
Baroness Smith of Newnham (LD)
My Lords, can the noble Baroness tell us how many of the 40 free trade agreements she mentioned, with 70 countries, include either most favoured nation clauses or national treatment clauses—that is, non-discrimination clauses? What assessment have the Government made of that for the process of our negotiations, and do they think there will be an impact on our ability to have a Canada triple-plus agreement?
Baroness Fairhead
The most favoured nation clauses are in a number of those agreements, although I could not give the noble Baroness the exact number. Clearly that is one of the issues that needs to be resolved as we move forward, because most favoured nation provisions clearly need to apply where they exist. If the noble Baroness would like the number to be assessed, I will ask my officials to write.