Education Bill

Debate between Lord Quirk and Baroness Jones of Whitchurch

Monday 4th July 2011 Grand Committee

[Lord Quirk]

My Lords—

[Baroness Jones of Whitchurch]

My Lords, a few of the amendments in this group are in my name and it may help the debate if I speak to them first. I apologise for interrupting. I shall speak to Amendments 64A, 64B, 73A, 73B, 73C and 73D.

We have considerable sympathy with the intent of noble Lords who have supported Amendment 64. We believe that there is a need for government to send out a much stronger, more positive message to the teaching profession about their value and status. Therefore, we believe that a body carrying out the key functions of the GTCE should remain in the Bill.

Like my noble friend Lord Puttnam, we fully acknowledge that the GTCE has struggled to fulfil parts of its mission. However, in abolishing it, we are in danger of losing other functions which it has delivered well and which would be lost to the profession as a whole. For example, in abolishing the GTCE we will deny the teaching profession a self-regulated professional body on a par with virtually every other professional body in this country. As the GTCE itself says:

“The Bill would remove the professional infrastructure that is standard for other professions such as medicine, law and nursing, and for other teachers”.

Equally, teachers themselves are calling for the continuation of such a body. For example, the NASUWT says the abolition,

“will damage the status of the profession”.

Meanwhile, as we have heard, the Government talk endlessly, and quite rightly, about raising the status of the profession. However, if they are serious, it would surely be a regressive step to take away the professional body.

The Bill describes how certain functions will transfer to the Secretary of State and others will stop completely. I am very grateful to the noble Lord, Lord Hill, for his letter of 13 June setting out in more detail which of the GTCE functions will stop. In that letter he said:

“The GTCE functions which we do not propose to continue include: maintaining the register of teachers; investigating cases of professional incompetence; undertaking a range of surveys and research about the teaching profession; disseminating research and statistics; supporting teachers’ continuing professional development”.

Taking some of those examples, we believe that it is vital to maintain a professional register of teachers, as other professions do and, indeed, as the comparator bodies in Wales, Scotland and Northern Ireland will continue to do. The register of those qualified and entitled to teach in our schools has been successful in enabling employers to make recruitment checks. Under the Government’s proposals, all that will be held is a database of those prohibited from teaching.

Organisations such as the Association of School and College Leaders and the National Association of Head Teachers have made it clear how much they value a register of all qualified teachers that is accessible by schools. The NUT echoes that, saying that it would be a waste of resources if this work were abandoned now. The ASCL said that abolition of the GTCE and discontinuation of the registers removes the public’s guarantee that all registered teachers are,

“eligible, suitable, properly qualified and of good standing”.

It is not just the public’s but parents’ rights to the same guarantees that matter. For example, as part of my other life, I carry out some paid work for the General Medical Council, and I listened with great interest to what my noble friend had to say about it. Not only have I seen how much doctors value the General Medical Council’s register but I have seen how important it is for patients to access details of their doctors’ registration in an open and transparent way. Surely parents deserve the same rights? In a recent survey, 93 per cent of parents want teachers to be regulated, to have an agreed level of training and to be registered with a regulatory body before taking up a teaching post.