International Development: Education

Lord Brady of Altrincham Excerpts

Thursday 29th March 2018 Westminster Hall

[Paul Scully (Sutton and Cheam) (Con)]

It is a pleasure to serve under your chairmanship, Sir Graham. I am grateful for your forbearance, given my lateness. Unfortunately I was unable to catch what I know must have been an excellent introduction by the Chairman of our Committee, the hon. Member for Liverpool, West Derby (Stephen Twigg). We heard from my hon. Friend the Member for Mid Derbyshire (Mrs Latham) that the speakers previous to her had said it all—well, I do not know what was said in the introduction, so I maybe have a slight advantage and will just bowl on anyway.

I want to tackle the other two issues that we covered in the report, beyond financing global education: improving access to education, and improving the quality and equity of education—of course, financing is the key to that. The Chairman of the Committee is to be commended for the fact that report took a good long time to go through because of its depth. I know that he was keen to follow through on the sustainable development goals. The millennium development goals and the sustainable development goals had transferred the international community’s responsibility on education from just getting people into school, sitting down and looking at a blackboard for a few years to actually getting them learning and achieving something so that they can then play a positive role in their community.

For all the reasons that we have heard, education helps people develop their communities, economies and countries, not just through financial prosperity but by building democracy. That is the long-term view behind so many other areas of international development. When we speak in this place and speak to our constituents to quite rightly justify our 0.7% contribution, we can—we should—look really proudly at what we are achieving in getting people into school so that they can make a positive contribution that will help build their countries’ democracies. That will reduce the need for people to emigrate from those countries, so that they can stay in their countries and build them. That also improves security—all those factors stem from education in the first place.

In the last Parliament, the Committee went to Kenya, Uganda and Tanzania. We looked at barriers to girls’ education in particular, some of which we have talked about. One odd, but no less serious, case was in the Samburu wildlife camp, where one poor girl was eaten by a crocodile on her way to get water for her family. As extreme as that is, it shows that in the most hostile environment in the world, not everything can be catered for.

We went to a PEAS—Promoting Equality in African Schools—school and looked at the lighting, which gave the girls a sense of security in getting around the school camp where they were boarding. They could also have lunch on site, because some headteachers feared that when they were off site, they were subject to predatory behaviour. Some girls were dragged into a situation where they could not carry on with their education, because they felt encumbered by the person who took them on board as a wife in that hostile environment and got them pregnant. It is really difficult in that culture and in those circumstances for a young girl to have a sense of independence and carry on their education. There was no greater example of that than in the Samburu tribe’s practice of beading, whereby a Samburu warrior would put a necklace of beads around a girl’s neck and that girl would become his sexual partner, later to be married. She was effectively owned by that warrior. That restricted her for ever more from that point.

The sense of empowerment provided by lighting, safety and sanitary products can really help liberate girls. PEAS had a girls club that had some boys in it—those boys felt bold enough to join it. It gave them a sense of respect and of being able to discuss issues that are not normally discussed between the sexes in a Ugandan or Kenyan community. That can only help in the long term. Many Samburu and other nomadic people in the area had to move from area to area because of the lack of food and crops. We need to look at what more the Department for International Development and the international community can do to help them stabilise themselves, so that girls and boys can stay within one school and have a sense of continuity and, therefore, a sense of learning.

It is right that DFID stopped offering budget support many years ago, but we should still be influencing the domestic education system. We have talked about public and private schools, but in the Committee in the previous Parliament, the debate about the difference between public and private dampened down slightly when we actually saw what it meant in practice. There were a number of public schools that were still charging for things such as electricity, uniform and food, so there was still quite a considerable cost for many people, albeit within a public school setting. None the less, we need to compare the quality of private and public schools.

The Bridge schools in Liberia have been mentioned. When we saw the Bridge schools in Uganda, they were really a mixed bag. That comes partly from the teaching, which my hon. Friend the Member for Mid Derbyshire mentioned. Teachers can only have so much training, and they rely on a tablet for their work. They read out the lesson plan from the tablet, rather than having a deeper understanding of what they are trying to teach the children sitting in front of them. That brings us back to the old millennium development goals, which, as we heard earlier, were just about having people sitting down and being lectured at, but not really learning. We need to find a way of connecting with domestic training in countries to ensure that the teachers are the right people for the job and have the skills they need to engage.

Finally, in the directly funded work that we saw about getting the most marginalised back into schools, we found that people were able to experiment outside the state system. We saw some examples of people with learning disabilities who were learning to count through dance. If the Daily Mail found out about that there would probably be a headline tomorrow, but they had a little space to experiment and trial these sorts of things, to see what works and what does not. We know in this country that people learn in different ways—some visualise, and some learn by rote—so differences in learning are really important to engage people and to ensure that no girl or boy is left behind.

[Sir Graham Brady (in the Chair)]

We have four wind-ups to come, including from the Chair of the Select Committee. May I ask the Opposition spokesmen to try to keep their remarks to no more than about eight minutes, to ensure that everybody is heard?