Cadet Forces: Funding
Lord Lingfield Excerpts(3 years, 4 months ago)
Grand CommitteeRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Lord Lingfield
To ask Her Majesty’s Government what assessment they have made of the social impact of their funding of cadet forces.
Lord Lingfield (Con)
My Lords, I am so grateful to noble Lords, who have given up their time on the last day of term to discuss the importance of the cadet services. I remind your Lordships of my registered interest as chairman of CVQO, the Cadet Vocational Qualification Organisation, which I shall address shortly.
It is now two years since I last addressed your Lordships on cadets. There have been several significant developments since then, which are worth discussion. However, first, I will praise the extraordinary way in which the cadet services have risen to the challenges of the pandemic. The Sea Cadet Corps, the RAF cadets, the Army Cadet Force, the Combined Cadet Force and the Volunteer Cadet Corps have all offered contact, support and activity for thousands of young people remotely.
Among the many projects of which I am aware, I was particularly impressed by the bands and corps of drums and bugles of the Army Cadet Force, of which I am honorary colonel. Their officers, under the leadership of Colonel Mike Neville, sent out musical scores to hundreds of cadet players, who performed their parts individually in their bedrooms, gardens and kitchens throughout the country. Via the technological wizardry of their adult leaders, these performances were mixed into a number of concerts, of which that from Scotland, with its screen full of young bagpipers, was particularly inspiring. It was especially good to see so many girls taking part. We tend, too often, to think of cadet activities as boy pastimes, yet 34% of cadets are girls and they form an even greater proportion of our bands.
In March this year, I asked a Question of the Minister concerning when cadets will be able to start face-to-face activities again, given that schools were about to resume. However innovative and useful the virtual training programmes such as those I have mentioned are, I hope she reassures me that we will see cadets able to parade once again soon and to attend some regional camps.
Central to our previous debate on cadets was the cadet expansion programme for schools, to which I turn next. It is a joint departmental programme, run by the DfE and the MoD. When it started, I had doubts that co-operation would be easily achieved. I need not have worried, and I pay sincere tribute to officials from both departments for progressing the programme extremely well. The target was to establish enough new Combined Cadet Force units in schools to create a total of 500, and that has been achieved. Around 300 of these are from state schools. The next aim is to grow the number of participating students from around 45,000 to 60,000, it is hoped by 2024, although the pandemic may set this back.
What would the barriers to such an expansion be and what challenges will have to be overcome? Because the majority of current CCF units have been established lately, their roots are rather shallow and their continued existence is finely balanced. Some could find it difficult to survive now that Libor-funded grants have ceased.
Cadet leaders report that four enabling elements can lead to an individual school’s success in building its cadet corps. The first necessity is to identify and incentivise teaching staff to become adult volunteers. Secondly—this is vital—there is a need for a paid, hopefully full-time school staff instructor, or SSI, to support the teachers and other adults involved. The third element is the availability of dedicated regular training from armed services sources to ensure that programmes for young people are up to date, exciting, varied and, of course, safe. I pay tribute to the work of the noble Baroness, Lady Garden of Frognal, in this area. However, we need the Minister and her colleagues to consider further interim funding, especially for SSIs, if all the new CCF units are to succeed.
There is a fourth element. It cannot be overstated just how much cadets love sea, air or field training, and how much that is exciting and memorable they gain from it. This is especially important for army cadets, who form the majority of school-based units. It can involve live firing on ranges and the use of training areas and camps. The sad fact, however, is that the condition of some of those training sites is very poor. Indeed, one that I visit regularly has changed very little since I first saw it when I was 15. The MoD has, quite properly, had to reduce its expensive holdings of land and buildings, but I hope that the field training needs of cadets and their officers are taken into full account when decisions have to be made about which parts of the defence estate have to be sold off.
Another significant event since our last debate has been the publication, just two months ago, of the results of a four-year research project on the cadet forces from all services, commissioned by the Ministry of Defence. A reading of this, which considers What is the social impact and return on investment resulting from expenditure on the Cadet Forces in the UK?, spurred me to apply for this debate.
The main conclusions of the excellent Professor Simon Denny and his colleagues at the University of Northampton, who conducted the review, are that participation in the cadet experience has very significant and positive impacts on young people—especially, as we have always suspected, on those who suffer “economic and other disadvantages”—and that expenditure on cadet forces is
“a very good use of taxpayers’ money”,
and supports social mobility and social cohesion.
Among the findings of the report are that the joining of a cadet unit often led to improved school attendance, especially for boys and those for whom English is a second language, better behaviour, with consequential better educational outcomes, and improved career prospects. The research also revealed that participation in cadet forces leads to a better ability to communicate and to lead others, to be resilient when a situation is difficult, to work as a team member, to use social skills to achieve positive outcomes, and to accept diversity freely.
For many cadets from disadvantaged backgrounds, there is a real sense of belonging—of being part of a group that is not a street gang. All this is immensely encouraging, and provides an excellent example of the Ministry of Defence’s corporate social responsibility.
The Cadet Vocational Qualification Organisation—the CVQO—directed by Mr Guy Horridge and funded mostly by the Department for Education, has a very special value for cadet training. It enables young people, via their local units, to take qualifications at levels 1, 2 and 3, which add greatly to their employability. Some 12,000 undertook courses—online, inevitably—during the past year.
Teenagers are not the only people to benefit from CVQO’s work. The five cadet forces together have some 29,000 adult volunteers, to whom we own an enormous debt. Of these, last year some 1,300 took CVQO qualifications, of which 126 were at graduate or master’s level. I hope very much to be able to confer their awards at Sandhurst in the autumn.
The first cadet units were founded in about 1860, and had their roots in the rifle volunteer battalions for defence. Their aim was to grow good soldiers. Today, 160 years later, the aim is to grow good citizens, and they all do it extraordinarily well. I hope your Lordships will agree that public money expended on cadets is extremely well spent.
Cadet Forces
Lord Lingfield Excerpts(3 years, 8 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Lord Lingfield
To ask Her Majesty’s Government what steps they plan to take to allow cadet forces to resume face-to-face activities.
Lord Lingfield (Con)
My Lords, I remind your Lordships of my charitable interest as chairman of the Cadet Vocational Qualification Organisation, a post I took over from the noble Lord, Lord West.
The Minister of State, Ministry of Defence (Baroness Goldie) (Con) [V]
My Lords, the cadet forces are following the overarching UK Government and, where applicable, devolved Administration rules and guidance on Covid matters. Throughout the pandemic, cadet headquarters have accelerated virtual training programmes, through innovative IT solutions. There will be a cautious but progressive return to face-to-face cadet activity. Based on previous experience and the development of Covid-safe practices, the cadet forces are well placed to return to normal activity as soon as conditions permit.
Lord Lingfield (Con)
My Lords, I am grateful to my noble friend for her helpful—indeed, hopeful—reply. Does she agree that there seems to be no reason why cadets should not parade as soon as possible, now that schools are back? Does she also agree that cadet activities, whether Army, sea, Royal Air Force or CCF, are not just a welcome recreation for young people, but for many, especially in areas of deprivation, a route away from trouble and the youth justice system, and a pathway towards vocational skills and possibly employment?
Baroness Goldie (Con) [V]
I thank my noble friend for his support of and interest in the cadet forces. Taking his latter point first, I entirely agree that the proven benefit to young people of being in the cadet forces is demonstrable; it has an extremely beneficial effect on them in the development of their personal skills and as they prepare for life in the future. As to return, we shall require to be informed by the relevant guidance and rules at the time. There is certainly an appetite to resume face-to-face activity.
Schools: Cadet Expansion Programme
Lord Lingfield Excerpts(5 years, 5 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Lord Lingfield
To ask Her Majesty's Government what assessment they have made of the Cadet Expansion Programme in schools; and what steps they are taking to encourage the growth of cadet units of all three services.
Lord Lingfield (Con)
My Lords, I am so grateful to noble Lords who have given up their time to take part in this debate. I remind your Lordships that I am chairman of the charity CVQO—the Cadet Vocational Qualification Organisation.
During the last few weeks, some 2,000 cadets took part in the D-day commemoration events in France. This was an inspiring experience and gave an opportunity to reflect on the fact that many young men who fought and died had themselves been cadets not long before. Indeed, during that war cadets could join the Home Guard at the age of 16 and learn, among other skills, those of dealing with explosives—not part of today’s cadet programme.
Cadets had, of course, been part of national life for many years by 1944. Indeed, their roots were in the Rifle Volunteer battalions for home defence, within which some schools formed units in the 1860s. By World War II there were some 180 school cadet units attached to territorial regiments, and during the early 1940s Royal Navy and RAF sections were added in many schools. These all became the Combined Cadet Force in 1948.
In 2012, the Cadet Expansion Programme—the project to bring more CCF units to schools, especially in the state sector—was announced by Prime Minister David Cameron. It was given an extra boost by new funding arrangements in 2015, shortly after I last addressed your Lordships on cadet matters. A target of 500 new school cadet units by 2020 was set and Libor money was released to fund them.
How has that programme been doing? I must confess that I had some doubts about the likely efficiency of the scheme, involving as it did more than one government department. However, I must pay sincere tribute to officials from both the Department for Education and the Ministry of Defence for what can be described only as a real success so far. Recent statistics suggest that the 500-unit target will be reached next year, as there are currently some 460 schools with CCF units and a further 60 actively in the preparation stages. Currently, there are some 43,000 cadets in schools. All this deserves praise.
Starting a new cadet unit in a school that has no tradition of contact with the Armed Forces is a difficult task. Continuing it until it becomes a successful, integral and recognised part of the school’s offer to its young people is a formidable mission. The early support and enthusiasm of head teachers is vital, for they must be willing to encourage teaching staff to take part as adult volunteers. I was very pleased to read earlier this year that Ofsted is to build into its assessment of schools a category for character-building activities, such as cadets. I hope that Ofsted inspections will go further, to pay even closer attention to the presence of CCF units and give those schools that have good ones much credit. This will assist the culture change needed to get to the next stage for the cadet expansion scheme.
There is no doubt that for a school cadet unit to be successful, the majority of officers and instructors must also be established teachers in the school. This requires a flexibility of resources, and of timetabling, which is not easy in these times of many other calls on school funding. The MoD currently funds a school staff instructor for one paid day each week, but most fledgling cadets units need at least two paid days to be able to flourish. I hope that a tiny fraction of the £27 billion boost for education funding alleged to be pledged by the Prime Minister this month will be available for this extremely worthwhile provision. In the meantime, the admirable Army cadet training teams fill the gaps, but often have to do so at the expense of more mature units, which also need their regular attention.
What do CCFs bring to schools? The University of Northampton’s 2018 report confirmed what most of us have believed for a long time: young people participating in cadet training develop skills such as leadership, communication, confidence, self-discipline and teamwork. There were clear indications in the Northampton research that the cadet experience has a positive impact on GCSE attainment, school attendance and behaviour. This in turn can lead to an increased uptake in worthwhile vocational training and apprenticeships, and a greater likelihood of employment. Teachers, too, felt that work within the cadet corps enabled them to build pleasing contacts with pupils that benefited both parties back in the classroom.
The Cadet Vocational Qualification Organisation, which I am proud to chair, last year added particular value to cadet training in CCF detachments, and in community cadets: the Army Cadet Force, the Sea Cadet Corps, and the Air Training Corps—those which do not have a school base. Last year we enabled some 11,000 young people from all branches to pass level 1, 2 and 3 qualifications under the aegis of cadets, adding greatly to their employability. However, teenagers are not the only people to benefit from our training. There are about 26,000 adult volunteers in community cadets, some of whom are serving or ex-military personnel. Many have earned no real qualifications since leaving school and have hugely benefited from the CVQO’s programmes. Last year, more than 1,000 adults received our diplomas including 90 at first degree and master’s degree level. I am privileged to be able to confer their awards at Sandhurst each autumn. Cadet leaders tell me regularly of the great pleasure and fulfilment they receive from this important voluntary work. They give up much of their spare time to do it, including many weeks of training, so that they can do the best job for the young people they serve. This country is much in their debt.
As I am honorary colonel for cadet music, I ought to mention in passing the welcome proliferation of cadet bands. They are often trained by military musicians to an extraordinarily high standard. Indeed, as the number of regular service bands has diminished in the last years, their places at remembrance services and civic ceremonies, and on local bandstands, have been taken by our young players.
Last week, we read in the newspapers that regular enlistment, especially to the Army, continues to decline. The cadet forces are vibrant youth organisations and the main thrust of their work is as such, but there is clear evidence that they also provide valuable recruits for the Armed Forces. We should not be shy about asserting this. If the cadet expansion scheme has been a success story so far, how can we build on that? I very much hope that my noble friend the Minister will confirm that once the 500 units have been achieved next year, there will be an ambitious new target for the scheme. At the present rate, it would take 10 years to double the numbers; we ought to try to do it in five. If we are to do so, more leaders and policymakers in our country’s education service must be made aware of the very real and positive effects that the cadet experience can have on school attainment and on the lives of the young, especially those pupils from areas of deprivation. The cadet forces were founded in Victorian times to make better soldiers. Today, in the 21st century, their task is to make better citizens and they deserve all the support that the Government can give them.