Design Education and Growth

Baroness Whitaker Excerpts

Tuesday 24th January 2012 Lords Chamber

Asked By

[Baroness Whitaker]

To ask Her Majesty’s Government what is their response to the Design Commission’s report Restarting Britain: Design Education and Growth.

[The Deputy Speaker (Baroness Gibson of Market Rasen)]

My Lords, before we begin the dinner break business, I point out that the noble Baroness, Lady Wilcox, will be the last speaker in this debate, not the penultimate one, as it says on the speakers list.

[Baroness Whitaker]

My Lords, the raison d’etre of the new parliamentary Design Commission, whose first report is the subject of this debate, is that we do not pay enough attention to design—not enough attention economically, because it is one of the great, and potentially even greater, contributors to economic growth; not enough attention socially, because well designed environments, services and equipment create well-being, efficiency and security; and, the subject of the report, not enough attention educationally, the key to the other omissions.

The Design Commission grew out of lack of action in response to the All Party Associate Parliamentary Design and Innovation Group report on design and public procurement, Design and the Public Good, which I had the privilege of co-chairing, with Deborah Dawton, chief executive of the Design Business Association. The new commission is fortunate indeed to have as its chair someone of such distinction in the field as the noble Lord, Lord Bichard, and I look forward very much to hearing what he will say in this new role.

We focused on education for our first report because design education is in some peril. Not enough people realise how important design is in creating the technical and intellectual capacity we need for the 21st century. One of those who does, of course, is the noble Lord, Lord Baker, and I am delighted that he will be speaking today. My co-chair, Vicky Pryce, is herself a distinguished economist, and our report took evidence from business leaders such as Sir James Dyson and Sir John Rose, formerly of Rolls-Royce, academics and experts such as Dr Paul Thompson of the Royal College of Art and Sir Christopher Frayling, and, of course, other designers themselves. Sir John Sorrell gave eloquent testimony to the powers of design for school-age children. The newly honoured Sir Jonathan Ive, our British export to Apple, spoke at an adjunct seminar mounted by the Design Council. Our evidence makes a very good read, and I recommend it. We asked four questions: why does design matter; what is the current situation in design education; what are our competitors doing; and what must we do to compete?

We came up with some interesting and disturbing answers. Design is central to growth because it is the link, in Sir Christopher Frayling’s words, between disciplines like engineering and science and the production of the goods and services that we trade. As I said, good design makes the world a better place in all sorts of ways that matter profoundly. We teach design superlatively well here and there, but we have not got it lodged within the higher education science, technology, engineering and mathematics complex; we have not got enough intermediate further education shorter diplomas to equip the more technical workforce that we need; and, the most glaring gap, we do not teach all our school students with sufficient rigour that large proportion of the skills and capacities which would not only prepare them for a wide range of work calling on design, but for 21st-century work in general.

What do I mean by that? I mean a problem-solving approach; the capacity to work collaboratively; interdisciplinary capability; taking into account the participation of the end-user—that is us, the users; and the habit, and satisfaction, of creating projects which work. These are what lead to innovation and these are the qualities that business needs in its future employees if we are to make a better success of an innovative knowledge economy. They are not fundamental to the way in which art and design or design and technology are taught in school today, and they are hard to acquire from other subjects.

Nevertheless, at present, our competitors, particularly in Asia, send their students here to qualify in design. I met some at Imperial College a few weeks ago, from China, Malaysia, Indonesia and the Middle East, mixing with our own talented design engineering students in one of the few integrated courses, supported by Buro Happold. But that competitive edge will not be for long. South Korea has several new academic design institutions and it is not alone.

To keep up our leading international position, we need some changes in education. Briefly, first, like all good education recommendations, there needs to be an idea about society. The Government should have, like the Governments of the design-strong countries—Finland, Denmark, South Korea—an idea about the part that design plays in society, from the beautiful axe blades of the High Peak, long before written history, and an active national design strategy, which they clearly own and pursue. The chief educational elements of such a strategy should be at least: first, protection and increased support for the development of our unbeatable higher education centres of excellence in innovation and design—and that means for research as well as teaching; secondly, a real broadening of the pathways into design-related careers after school by means of higher-level vocational qualifications; and, thirdly, perhaps least understood, a hard look at how design is taught in schools with a view to making it more widespread and also more rigorous, creative and interesting. Mr Gove’s recent announcement of an overhaul of ICT teaching might provide a model.

Design matters, and if we do not act accordingly we shall lose out in many ways. I very much look forward to the speeches of our select but eminent speakers—and, of course, to the Minister’s response.