Higher Education: T-Levels

Lord Davies of Oldham Excerpts

Thursday 24th February 2022 Lords Chamber

[Baroness Barran (Con)]

I am happy to write to the noble Baroness and send more details on the oversight. We know that local colleges are working closely with their employers so that the framework and aspirations of T-levels will be delivered most effectively.

[Lord Davies of Oldham (Lab)]

My Lords, the Minister will appreciate that further education, technical education and engineering have had a devastating time over the last decade, with the failure of the Government to sustain anything like the resources which colleges needed. If we are to make a success of the qualifications, let us make no bones about it, that is what students and their parents and those who look after them will look at closely. They will be keen to see what credibility is attached to this development. Will the Government give the assurance that it will be a high priority?

[Baroness Barran (Con)]

It is absolutely a high priority for this Government. Within the department, we have three key areas of focus: skills, schools and families. I hope I can reassure the noble Lord that we are all very focused on this issue.

Education: Polish A-level

Lord Davies of Oldham Excerpts

Monday 18th January 2016 Lords Chamber

[Lord Nash]

The noble Lord makes a very good point about the deep debt we owe all the pilots in the Second World War, particularly the Polish pilots who fought so ably, especially in the Battle of Britain. I will take back the point that he makes.

[Lord Davies of Oldham (Lab)]

My Lords, most British citizens are likely to respect the Poles who live and work in this country not for having obtained A-levels in English, although that is greatly to be encouraged, but for providing the skill levels in crucial trades—plumbing is an obvious example, but there are many other such trades—which we are clearly not matching. Are the cuts in further education defensible, given that we clearly have low skill levels in this country in crucial areas?

[Lord Nash]

The noble Lord makes an extremely good point. Of course, we have a lot of Polish labour here, particularly in certain skills where there are shortages—partly as a result of the booming economy—such as construction. However, our apprenticeships programme is very much focused on rectifying this.

Young People: Personal Finances

Lord Davies of Oldham Excerpts

Thursday 7th February 2013 Lords Chamber

[Lord Geddes]

My Lords—

[Lord Davies of Oldham]

My Lords—

[Noble Lords]

Order!

[Lord Davies of Oldham]

The Liberals are part of the coalition. I agree with the noble Lord, Lord Flight. This is not just a question of mathematics but of knowledge. It is quite clear that a very high percentage of adults who invest their hard-earned money in all sorts of organisations have no idea of the costs that have been taken from them by the people controlling the fund. The evidence is clear that a very large percentage of our population are quite ignorant of such costs. That is why we need financial education.

[Lord Nash]

I agree entirely with the noble Lord and that is why we are enacting these proposals.

Schools: Performance

Lord Davies of Oldham Excerpts

Tuesday 4th December 2012 Lords Chamber

[Lord Hill of Oareford]

I am afraid that I do not have those figures in my head but I will write to my noble friend and make sure that she has them.

[Lord Davies of Oldham]

My Lords, why does the Secretary of State constantly refer to Sweden as a model of good schools when the Economist Intelligence Unit in its recent survey of world performance ranked our schools in sixth place and Swedish schools in 21st?

[Lord Hill of Oareford]

My right honourable friend refers to a number of international examples of different kinds of system from which we can learn. However, the noble Lord will probably also know that alongside the Economist report to which he refers, which did, indeed, say what he says, there are a number of reports, including the PISA reports, which, sadly, do not yet show us in quite such a good light. The encouraging thing about the Ofsted report which I am keen to emphasise is that it points to a number of improvements over recent years, including under the previous Government, towards a more self-supporting system, the development of good new heads and stronger teachers, and that is something on which we are building.

Schools: History

Lord Davies of Oldham Excerpts

Thursday 20th October 2011 Lords Chamber

[Lord Davies of Oldham]

My Lords, the House is indebted to the noble Lord, Lord Luke, for securing this important debate, which has brought forward a range of stimulating and informative contributions from which we all benefit—the Minister in particular, I hope. I have some remarks to address to him specifically.

Let me first of all declare an interest—an interest in history. I cannot declare any other; it is more than a decade since I participated in an education debate due to other obligations in government, and it is almost 50 years since I taught history in higher education. It seems a very long time ago. What I delight in today is the variety of contributions. There are some that I have warmed to very strongly and some that I have reservations about which I will make clear in a moment.

What has come through so strongly is the importance of history. The Minister ought to appreciate that this debate about history in schools and proposals for the future is of the greatest significance. We have certainly put to rest Henry Ford’s statement that “history is bunk”. Henry Ford said that in a particular context to emphasise the new technology in the age of the motor car, but in Detroit he leaves behind a museum of history which is almost unparalleled elsewhere in its range of exhibits, and is proof positive of the value of bringing to the American people—and people from the rest of the world who have had the privilege of going there—a real interest in the development of our technological and industrial history, so even Henry did not really think that history was bunk.

I warm rather more to the fact that history is the memory of our civilisations, of our country and of mankind. Without an understanding of the past, how can we make intelligible the nature of the world in which we live? History is also partial, selective, subjective and determined by interpretation. That is not to say that good historians—certainly not the historians who grace this debate today—are in any way shape or form disrespectful of facts. Facts are sacred, but often the problem for historians is agreement about the facts, and in particular the interpretation to be put upon them. It is important that we recognise that history is evidence-based and the sacredness of the facts, but also that all who study history need not just a narrative but an appreciation of the way in which the historian works. It will not do to think that we can hand down easy truths in areas where inevitably history is about disputation, uncertainty and interpretation. That is why the noble Lord, Lord Cormack, is able to take a party of schoolchildren through the building and glory in the depiction of the past events which it identifies. It is also why I can take a party of schoolchildren and identify my criticisms of some of the choices made. Why certain figures are in the Royal Gallery and others are not is a judgment reflective of the 19th century when this Palace was created. The depiction of history through our various Lobbies is a distinct interpretive act. I am not against it; I love this place. I am not against anything which helps to communicate to people the sense of our history. However, I am also at pains to ensure that people recognise that there is more than one dimension to the island’s story as portrayed in this building.

That is why my concern in this debate is that the Government purport to be reaching judgments with regard to teaching in schools. A mightily important obligation is on the Secretary of State and his fellow Ministers when they reach these judgments. We should have some anxiety. After all, we do not have a Secretary of State who hides his light under a bushel when it comes to a commitment to a set of values. We all know the ideological stance which he has taken with regard, for example, to Atlantic Bridge. We also know the extent to which he is determined to be proactive. I ask merely this of the Minister: will he ensure that the level and range of advice that the Secretary of State obtains on this most important of scholastic areas is broader than it looks to be at present? Like everyone else in this House, I have delighted in the work of Simon Schama. I enjoyed hugely his narrative account of the French Revolution. For those of us who had weltered under highly tendentious and challenging interpretations of the revolution in which, on the whole, narrative development was limited and the identification of a particular perspective was more important, Simon Schama’s book came like a breath of fresh air and renewed for many a great interest in the revolution. However, it is a narrative. It is an account which is highly challenged by other historians. That is why, although I have nothing but respect for Simon Schama as a historian, if it is suggested that he is the historian primarily advising the Secretary of State, this House should express anxiety.

This has been a debate which ought to have warmed the hearts of all of us who are concerned about history in all the great dimensions that have been put forward from such authoritative sources, but it is also a debate which is topical and relevant—that is why the noble Lord, Lord Luke, should be congratulated on raising it. It means that the Government must be fully charged of the fact that history cannot just be the concept of an easy, consensual narrative of the island’s story. History is far more complex and challenging than that, as the noble Baroness, Lady Benjamin, identified in her contribution, and we ought to respect that in any judgments that we reach.

Education: History

Lord Davies of Oldham Excerpts

Thursday 8th July 2010 Lords Chamber

[Lord Hill of Oareford]

I agree with my noble friend. It seems to me that, in teaching history, one certainly wants to give our children a sense of Britain’s history and the broad sweep and chronological development of our history over time. However, I agree with her very much that we also want our children to have a sense of the wider world, particularly as Britain changes and develops. It is important that that balance is struck.

[Lord Davies of Oldham]

My Lords, I very much applaud the Minister’s caution in response to this Question, but does he recognise the importance of history in the curriculum? Does he particularly recognise the real dangers of appearing to be ideologically driven with regard to the teaching of history? We have had appalling examples of that in the past. I am sure he will take care to ensure that we do not repeat any such examples.

[Lord Hill of Oareford]

My Lords, as I have admitted before in the House, I am a sort of historian myself, so I accept the point the noble Lord makes about ideology. It is, of course, always difficult to draw the line between history and politics. Things that I still think of as being current affairs my children are now learning as history. Therefore, I recognise that point. However, in trying to get that balance right, it is important that we try to move away from a sort of gobbet-sized approach to history. For instance, 17th century English history, which is very rarely taught, has many parallels with what is going on in Britain today in terms of the extent of change. If one could get that development, one would do a better job.