Financial Education

Andrew Murrison Excerpts

Thursday 15th December 2011 Commons Chamber

[Justin Tomlinson]

I thank the hon. Lady for that intervention and that is exactly the point. It is so complicated. In my example, the bank was not the right option, but on many other occasions, it would be the other way around. The majority of consumers cannot calculate the interest rates to make those informed decisions. The market benefits from that and targets its marketing to take advantage of the situation.

[Dr Andrew Murrison (South West Wiltshire) (Con)]

I have a great deal of sympathy with my hon. Friend’s motion and I congratulate him on tabling it. Does he agree that the fundamental problem is not so much financial literacy and numeracy skills, although they are important, but that basic literacy and numeracy need to be improved, as evidenced by the unsatisfactory key stage 2 results that we saw in May?

[Justin Tomlinson]

I thank my hon. Friend for that intervention and I agree with him 100%. My speech and that of my hon. Friend the Member for Brigg and Goole (Andrew Percy) will cover those exact points.

To conclude this part of my speech, consumers too often take advantage of what they see as instant pain-free solutions without understanding the implications of what they are taking on.

--- Later in debate ---

[Justin Tomlinson]

That is exactly the sort of question that, in setting out the mechanics of the recommendations, my hon. Friend the Member for Brigg and Goole will cover—if the shadow Minister could just be ever so slightly patient.

We also call for a school co-ordinator or champion to be appointed to each school, preferably from the senior leadership team. They should be given responsibility for ensuring that outcomes are achieved in maths and PSHE; for ensuring that there is a clear link between the elements of personal finance taught in mathematics and PSHE; and for sourcing resources. We make it clear that such education should be cross-curriculum, so there should be a point of contact who can champion it.

[Dr Murrison]

Teachers will argue that there is huge pressure on the curriculum, and I have a lot of sympathy with that, so how much time will it be necessary to carve out of an already pressurised curriculum to deal with the issue? I assume my hon. Friend is suggesting that primary children should be taught not about gilts and derivatives but about fairly basic stuff, so how much time will be required to bring them up to the acceptable level of numeracy which he envisages?

[Justin Tomlinson]

I thank my hon. Friend for that contribution. We considered a stand-alone subject and, in our utopian world, we would have loved to see a stand-alone financial education qualification, module or however it might have been, but we recognised that greater freedoms have been given to schools, so we thought it best to build such education, in the most relevant and rigorous way, into the subjects currently on offer.