King’s Speech
Earl of Dundee Excerpts(3 months, 4 weeks ago)
Lords ChamberRead Full debate Read Hansard Text Watch Debate Read Debate Ministerial Extracts
The Earl of Dundee (Con)
My Lords, in connection with this debate I join in congratulating the two Government Ministers on their appointments, the noble Baroness, Lady Anderson of Stoke-on-Trent, and the noble Lord, Lord Coaker, as I do on their different appointments: two very much-needed fellow Scots, the noble Baroness, Lady Goldie, and the noble Lord, Lord Robertson of Port Ellen.
I will connect three themes: within international communities the extent to which world peace and democracy can be assisted through improved education opportunities; the current means for achieving that purpose; and the ways in which the United Kingdom and our Government can now help to facilitate this delivery. In so doing, we are fortunate to operate against the much-respected background of the British Council’s core actions and solid achievements over the last eight decades, sponsored from the outset by our Foreign, Commonwealth and Development Office.
On the immediate problems we face abroad, I join many of your Lordships in approving of the defence and security commitments made in the King’s Speech, including to NATO’s principles of defending individual liberty, democracy, human rights and the rule of law.
The Council of Europe recently produced a resolution: The Transformative Power of Education. It identifies disadvantages affecting countless groups of people, ranging from girls and women, students with disability and special needs, learners living in remote areas, and refugees and asylum seekers, to those experiencing discrimination emanating from various pretexts and prejudices.
Considering the problems of education, not just in Europe but throughout the world, this is a robust and useful intervention by the 46-state affiliation of the Council of Europe. Here I declare an interest as recent chairman of its Committee for Education and Culture, and as current chairman of the United Kingdom All-Party Parliamentary Group for Community Development, which, in seeking better education opportunities internationally, has an informal partnership with the Council of Europe. I am particularly glad that the Minister winding up this debate is the noble Lord, Lord Coaker, who in Strasbourg was a parliamentary colleague of mine on its Migration Committee.
The Council of Europe’s education resolution equally points to the huge scope, already proven and accepted, of digital technologies and how online education programmes can reach out through the world: adapting to differing circumstances and needs; complementing rather than replacing classroom teaching; covering all subjects within the humanities, sciences and technologies; and thereby not least enabling the acquisition of competitive skills easily available to us, in the United States and in the majority of European countries but often, for various reasons, denied to so many elsewhere. To encourage the consensus on education as an international delivery responsibility, I have a Private Member’s Bill on the subject, and here at Westminster I recently put together and chaired a parliamentary conference on education as a human right and cornerstone for any democratic society.
During its G7 presidency in 2021, the United Kingdom gave an undertaking to promote education in the third world and elsewhere in countries where education systems do not fully operate. What actions have been taken since then? Which combined initiatives are in progress? Can the Minister affirm that G7 sequitur plans are being clearly designed and carried out so that they also contribute towards building up the strength of international communities themselves?
Does the Minister concur that online education programmes are best delivered through public/private joint ventures, these being cost effective, focused and of sustained quality? Will the Government encourage them?
Do they also have plans to make use of and broaden the recently revived Horizon scheme towards Erasmus—already advocated today by the noble Baroness, Lady Suttie—thereby further enabling working arrangements between schools and universities in different countries, such as that, which recently I helped to set up, of joint research into green energy carried out by the Scottish University of the Highlands and Islands in the United Kingdom together with Zadar University in Croatia?
NATO’s worldwide security aims to protect human rights and democracy should be supported by initiatives to improve education opportunities. Following its recent G7 commitments, the United Kingdom—in its own interest and that of others—must continue to pursue this objective.
King’s Speech
Earl of Dundee Excerpts(1 year ago)
Lords ChamberRead Full debate Read Hansard Text Watch Debate Read Debate Ministerial Extracts
The Earl of Dundee (Con)
My Lords, I pay tribute to my noble friends Lord Minto and Lady Goldie, and I join your Lordships in warmly congratulating the noble Lord, Lord Young of Old Windsor, and my noble friend Lord Roberts of Belgravia on their excellent maiden speeches.
In my remarks today, I will touch on three themes: within international communities, the role of improved education to induce and structure peace and stability; the current means for achieving that purpose; and the ways in which the United Kingdom and our Government can assist their delivery. Here, we are fortunate to continue to operate against the background of core actions and the solid accomplishments of the British Council over the past eight decades, these having been sponsored from the outset by our Foreign, Commonwealth and Development Office.
If there is a consensus on the desirability of peace and stability, no doubt all conflicts, not least those now forming part of the daily news, reflect a paradox: not so much that they are happening at all, yet more to the point, they do so alongside an increasing concordat that they should not even be allowed to begin, instead being prevented and eclipsed through the far greater muscular strength of a shared priority agenda, which in the first place and at all times is there to safeguard democracy, human rights and the rule of law. That point was also emphasised by the right reverend Prelate the Bishop of Southwark, the noble Lord, Lord Coaker, and my noble friends Lady Hodgson of Abinger and Lord Vaizey of Didcot.
Only a few weeks ago, on 29 September of this year, the Standing Conference of Education Ministers of the Council of Europe agreed and produced a written resolution, The Transformative Power of Education: Universal Values and Civic Renewal. This resolution, while recognising the undermining political influences of populism and authoritarian nationalism, also highlights the adverse and disruptive impact caused by crises upon large numbers of learners. In addition, it stresses the disadvantage affecting countless groups of people ranging from girls and women, students with disability and special needs, learners living in remote areas, refugees and asylum seekers, to those experiencing discrimination against them emanating from a number of pretexts and prejudices.
This is a robust and useful intervention by the 46-state affiliation of the Council of Europe. Here I declare an interest as recent chairman of its Committee for Culture and Education, and I am particularly glad that today’s debate will be wound up by my noble friend Lord Ahmad of Wimbledon, who, along with the Prime Minister, when attending the Council of Europe’s summit meeting this May in Iceland, reaffirmed the Government’s support and gratitude for the soft power capacity of this institution, as the noble Lord, Lord McConnell, and others have also implied, to contribute ever more constructively towards peace and stability both within and beyond Europe.
In that connection, its recent resolution on education equally points to the huge scope, already proven and accepted, of digital technologies and how these can facilitate online education programmes to reach out through the world not only to those in difficulty and under pressure but also to millions of others eager for many branches and subjects of knowledge, as well as for the acquisition of competitive skills easily available to us in the United States or in the majority of our own European countries but often, for various reasons, denied to so many elsewhere.
However, to a great extent the international delivery potential of online education programmes, in covering all relevant subjects and studies within the humanities, science and technologies, is thus also well placed to fill and redress any gaps in teaching and deficiencies in knowledge provision. To encourage the consensus of education as an international delivery responsibility, I have a Private Member’s Bill on international higher education and research. This morning I chaired a parliamentary conference on education as a human right and a cornerstone for any democratic society.
During its G7 presidency in 2021, the United Kingdom gave a commitment to promote education in the third world and elsewhere, in countries where education systems do not fully operate. What actions have the Government taken since then? Which combined initiatives are in progress? Can my noble friend affirm that such G7 plans are being clearly designed and carried out so that they contribute towards building up the strength of international communities themselves?
Ukraine, where 7 million people from the east of the country are displaced within the west, already provides its own excellent example of education good practice in difficult circumstances. Thousands of displaced children are taught daily within improvised buildings protected by air raid shelters. The teachers make use of online programmes. Thereby a good balance is maintained in two respects. The children are together to interact with each other and their teacher in a normal classroom environment, yet the teacher, at his or her discretion, is able to make use of high-quality online learning programmes.
Competent and timely international delivery of education programmes reflects the need for public/private partnership. In the city of Dundee, the online games industry works with universities. Increasingly too, and to progress their own employment recruitment, most UK sectors of industry are motivated to support good education. Does my noble friend the Minister concur that education deliveries through public/private partnerships are cost effective, punctual and of sustained quality? If so, what steps are the Government taking to advance these partnerships?
Another consideration is that of international education partnerships, whether at school or university level. Clearly, these stand to benefit associated communities within cities and regions. One example is the current academic partnership of joint research into green energy between the Scottish University of the Highlands and Islands in the United Kingdom and the University of Zadar in Croatia. Having helped to put this together, I declare an interest as current chairman of the All-Party Parliamentary Group on Croatia. What steps are the Government now taking actively to encourage similar partnerships in the context of the recently revised Horizon scheme?
Enhanced prospects for world peace will derive from much better education and competitive skills opportunities at grass roots and within all international communities. Given that G7 countries have already embraced that objective, the United Kingdom—in its own interest and that of others—must now help to ensure that this objective is properly carried out.
Queen’s Speech
Earl of Dundee Excerpts(4 years, 10 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Earl of Dundee (Con)
My Lords, I join noble Lords in congratulating the noble Baroness, Lady Ritchie of Downpatrick, on her excellent speech, which stressed the importance of seeking unity and reconciliation.
I will briefly pick up on a few points from the Queen’s Speech concerning foreign affairs. The first concerns the scope to assist grass-roots democracy both here and abroad. The Government plan to invest to a greater extent in every part of this country, yet, while in the first place an internal economic objective to help our own communities, internationally this endeavour also stands to benefit other communities elsewhere.
My second point concerns the expectation about any immigration policy: that it should be evaluated not just by efficient management of population movements but against fair and humane standards. Although it is more restricted than it was, if handled properly, the Government’s currently revised immigration policy could prove to work well in all these necessary respects.
My third point concerns the distinction between the 28-state affiliation of the EU, which we are leaving, and the far larger one of 47 states, of the Council of Europe, which we are not leaving. Thus, correspondingly, through remaining in the Council of Europe, the opportunities for constructive adjustment and leadership in Europe now open to us.
Certainly, the more economic prosperity spreads out from London and the south, the more confident our cities and regions will become—equally, the greater their independence and ability to choose how to sustain and further develop such prosperity. One option is through economic and cultural partnerships, which are increasingly popular. They are formed directly between cities or regions in one country and those in another. Identification of mutual economic advantage comes first. However, political stability is a very welcome by-product.
My noble friend the Minister will recall that the central strategy of the United Kingdom’s chairmanship of the Council of Europe a few years ago was to build up local democracy in Europe, for this can provide valuable grass-roots protection against forms of extremism and imbalance if arising within the politics of different nation states. Does my noble friend thus acknowledge the useful part that direct international economic partnerships between different cities and regions already play in assisting local democracy? Can she say what plans the Government, along with local authorities, have to inform, promote and help facilitate them further? Does she agree that their prospects and advantages should be advertised and encouraged in the forthcoming outline structure for trading arrangements post Brexit?
On migration, the Government recently stressed the importance of international action against human trafficking and modern slavery. Last year, this subject was made a priority by the Foreign Ministers of Council of Europe member states. Here I declare an interest as current chairman of the Parliamentary Assembly’s Sub-Committee on Refugee and Migrant Children and Young People. A new report focuses on necessary action against human trafficking and migrant smuggling. Can my noble friend the Minister confirm that the Government will continue to support such action proposed by the Council of Europe?
Studying abroad is an essential part of modern education. The Council of Europe has drafted conventions for the mutual recognition of studies and degrees in higher education. The UK is already party to these. Nevertheless, can my noble friend tell us how, post Brexit, the Government will facilitate student mobility once the current versions of Erasmus and other EU programmes come to an end?
Then there is the triple paradox which obtains when foreign students are classified as migrants, for thereby they feel unwelcome and as a result go more readily to study in competitor states. To a lesser extent also will our economy then be able to benefit from their skills, if otherwise they might have studied here and then chosen to stay on. Not least, too, it becomes all the harder for any Government to reduce migration levels in general if foreign students are included within those numbers when they do not need to be at all. Does my noble friend the Minister therefore agree that foreign students should now be removed from official migration statistics?
Finally, through remaining within the large 47-state affiliation of the Council of Europe, there are opportunities for adjustment and leadership in particular that are now open to us. The EU has set up mechanisms for security and law enforcement co-operation. The last British EU Commissioner, Sir Julian King, was responsible for the security union. What plans do the Government now have to ensure that British law enforcement authorities can work properly with their European counterparts, and within the framework of the Council of Europe’s legal standards and actions, such as its cybercrime convention and its conventions against terrorism?
By leaving the EU, the foreign service will probably be restructured through deploying resources from departments which until now have been EU focused. The noble Baroness, Lady Goudie, and my noble friend Lord Risby have already referred to this. As a result, will the foreign service increase the resources it allocates to the Council of Europe and other international organisations?
This year, does the Foreign Secretary intend to address the Parliamentary Assembly of the Council of Europe in Strasbourg and share with parliamentarians from all over Europe the United Kingdom’s future vision and approach within Europe?
Brexit simply reflects our recent decision to change trading arrangements with our 27 EU partners; it has nothing to do with the priorities for Europe, which are democracy, human rights and the rule of law. Their consolidation was the goal of Winston Churchill when he launched an initiative in London leading, 70 years ago in 1949, to the formation, along with other like-minded states, of the Council of Europe.
The UK is viewed by our other 46 member state colleagues as a key instigator and custodian of such priorities. In responding to this trust, all the more so now must we protect those values.
Armed Forces Bill
Earl of Dundee Excerpts(8 years, 8 months ago)
Grand CommitteeRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Earl of Dundee (Con)
My Lords, I support the amendment moved by the noble Lord, Lord Judd, and the noble Baroness, Lady Jones of Moulsecoomb, who cannot be here today. Indeed, they might possibly have advocated discontinuation straightaway. As the noble Lord pointed out, in advancing a strong argument, there is a good case for no longer enlisting 16 and 17-year-olds into the Armed Forces. Most other countries would agree. Indeed, as he has also reminded us, Britain is the only country in Europe, and the sole member of the United Nations Security Council, that enlists 16 and 17-year-olds, yet the amendment provides that we should decide what to do after building up our own proper evidence, such as would accumulate through systematic annual reports produced by the Secretary of State. This balanced approach is commendable, and consequently the amendment is all the more compelling.
However, along with what is proposed, and provided that the discontinuation of enlisting minors were to be supported by further evidence, as envisaged, I wonder if my noble friend the Minister, together with the noble Lord, Lord Judd, might connect a time structure within which the Secretary of State could decide about abolition. In due course, as a result, evidence-based abolition might then ensue, without unnecessary delay or procrastination.
Lord Tunnicliffe
My Lords, the amendment from my noble friend Lord Judd is clearly designed to cover the general issue of the recruitment of 16 and 17-year-olds into the Armed Forces. It is worth reflecting on the history in this country of young people in the Armed Forces. In the 19th century, two young men—aged 15, I think—received Victoria Crosses. I have no doubt that on 30 May, my noble friend Admiral Lord West will find some way of reminding us that it is the 100th anniversary of the Battle of Jutland, at which, famously, a young person, Jack Cornwell, Boy 1st Class, won the Victoria Cross at the age of just 16. So before discussing the present terms of recruitment, we must remember that in the past young recruits have played a brave part in the history of our Armed Forces.
Things have changed, however; nobody would suggest it is other than absolutely right that things have changed. In terms of how we represent ourselves to the world, these young people, the terms and conditions, and so on, we must take a thoroughly modern approach. I hope that the approach being taken by Her Majesty’s Armed Forces is satisfactory, but this is an appropriate occasion to test those conditions and receive, I hope, assurances from the Minister. He has helpfully sent us an email, which I will quote from, and I hope he will read those assurances into the record. In his email, he makes a number of points, but I will quote the key ones:
“No-one under the age of 18 can join the Armed Forces without formal parental consent, which is checked twice during the application process … Service personnel under the age of 18 are not deployed on any operation outside the UK except where the operation does not involve personnel becoming engaged in, or exposed to, hostilities”.
The third important point is:
“All recruits aged under 18 are enrolled onto apprenticeships”.
Obviously, it would be useful if that could be fleshed out a little more. The next point is:
“All Service personnel have a statutory right to claim discharge up to their 18th birthday, and the right of discharge is made clear to all Service personnel on joining the Armed Forces”.
Given those assurances, we continue generally to support the recruitment of young people into the Armed Forces. We think it has the potential to provide a good grounding for their future career and life in general.