Sustainable Development Goals (Education)

Debate between Desmond Swayne and Mark Williams

Thursday 2nd July 2015 Westminster Hall

[The Minister of State, Department for International Development (Mr Desmond Swayne)]

It is a pleasure to follow the hon. Member for Lewisham East (Heidi Alexander). I thank the hon. Member for Ceredigion (Mr Williams) for calling this timely debate. We are well served in this Parliament by such an active all-party group, and I look forward to working with it to advance the agenda at such an important time. I will say a little more about that shortly.

Every Member who has spoken has mentioned the fantastic Send My Friend to School initiative. I recall that when I was the Parliamentary Private Secretary to the Prime Minister, at this time of year I was continually ferrying those cardboard cut-outs to No. 10 Downing Street, and I was always impressed not only by the amount of physical work that had gone into them, but by the effort pupils had made to understand the problem and to advocate a solution. As the hon. Member for Ogmore (Huw Irranca-Davies) said, that is a guarantee of enthusiasm for our future.

I receive a great deal of correspondence from my constituents complaining about the level of international development aid and how much we are spending, so it is excellent that children in our schools are alive to the very reasons why we need such spending. I look forward to the time when they have more influence on their parents in getting that message across, and as they grow up and change the attitude of society generally. I have said in several forums that one of my ambitions for this Parliament is that, by the end of it, instead of being curmudgeonly about the amount that we spend on international development aid, my constituents will be proud of what we are doing and achieving.

I said that the debate was timely. I acknowledge entirely the concern of the hon. Member for Ceredigion that we have 16 goals and 169 targets. Where does sustainable development goal 4 and the seven targets that underpin it fit into that? I acknowledge the problem. Our ambition was for a smaller number of goals and of targets. The United Kingdom Government, with all their sophistication, measure our economic and social progress across about 60 targets, so I wonder how a Minister in Burkina Faso will be held to account on performance against 169 targets.

Our ambition was for something smaller, and we were prepared to expend a considerable amount of political and diplomatic capital on reopening the question and driving the numbers down to something more manageable. Frankly, our allies did not have the will to come with us, perhaps for understandable reasons. There was a genuine feeling that we had got a good set of goals and we were pleased with them, and any attempt to reopen the question and to narrow the numbers down, perhaps by combining some items—a whole process of reopening negotiations—might lead to a loss of some of the gains made. So we are where we are.

The important debate on much of what the hon. Gentleman discussed begins now. There is a continuing conversation to be had with him and the all-party group about how we should proceed. I extend to him an invitation to meet and continue the discussion with my fellow Minister of State at the Department for International Development, my right hon. Friend the Member for Welwyn Hatfield (Grant Shapps), who will be dealing with the matter. What underpins the targets are the indicators—the indicators that will be measured to see whether the targets have been achieved—and that discussion will get under way more substantially and be agreed in March next year, so this is a good time for the all-party group and for the Government to consider what the indicators should be and what we believe needs to be counted.

The hon. Member for Lewisham East is right to draw attention to the huge question about the statistics and how we are to disaggregate them in order to be able to measure the very things that we need to measure. For example, we need to know how many disabled children there are and the nature of their disabilities. We have to be able to disaggregate and break down all the statistics to measure properly. We are ahead of the game—indeed, the British Government have been driving the agenda forward—but we all know the political reality: if we cannot count it, it will not count. It is vital that we get the metrics right in order to hold Governments to account for whether they have met the targets.

We have seen what was millennium development goal 1 morph into sustainable development goal 4. The hon. Member for Ceredigion was quite right to express a measure of disappointment about our achievements in relation to the original aim of getting all children into primary education by this year. That will not be achieved. We can say that 90% of children have at least got some sort of education, and he was right to draw attention to the fact that whereas there were 100 million children out of school, that figure is now 58 million—notwithstanding an increase in population, which could mean that the measure is better than it would appear on the surface—but the hon. Gentleman was right indeed to draw attention to the fact that, under those headline figures, there are some real worries, particularly with regard to sub-Saharan Africa and girls’ education. On the latter, if we take the headline figure for those at school, the balance is about 50-50, but there are places where the education of girls is greatly lacking. That has to be dealt with. The hon. Member for Glasgow North (Patrick Grady) is absolutely right that if we are looking for an investment to reduce poverty, the best thing to do to have the greatest impact is secure education for girls.

The hon. Member for Ceredigion was right to suggest that we focused too much on enrolment rather than on the quality of education. As the hon. Member for Lewisham East pointed out, it is all very well to have 250 million children in school for four years, but if they come out unable to read, write or count, the whole enterprise will have been a waste of time. It is a question not just of access but of outcomes. It is worth repeating the sustainable development goal:

“Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.

I point out to the hon. Gentleman that half of the expenditure on our relevant multilateral programmes is on teacher training. Concentrating on quality is key. I know one of his particular concerns is the need to get away from chalk and talk and to have much more engaging education for children. I entirely support that agenda.

[Mr Mark Williams]

The Minister is right—that is a great interest of mine. Is he satisfied that DFID-promoted teacher training programmes are moving away from chalk and talk and more into diagnostic methods of teaching? That is particularly important for inclusivity with regard to disability. When one travels to schools—something he has done far more than I—one can see the great omission in that respect.

[Mr Swayne]

I entirely agree with the hon. Gentleman’s analysis. Those are the key issues. I share his concerns about the way we teach. I was a teacher myself once; I used a great deal of chalk and talk, and I regret it.

On disability, we have imposed a framework on our Department, after a great deal of thought and a huge amount of consultation, especially with disability groups and their advocates, on the grounds that there should be no decision made about them without them. An enormous effort went into the framework, and it is a living document, to be continually updated and reviewed and republished annually. We have doubled the number of staff working on disability and appointed a champion to take forward the agenda, which will inform absolutely every project that we undertake. Every DFID project must now consider disability on the principle of “nobody left behind”. The hon. Gentleman asked whether our teacher training work takes disability into account. Clearly, the answer ought to be yes, absolutely, because that requirement is now a condition on which the whole Department has to operate.

We are stepping up to the plate. We are spending about £800 million a year on our education effort—a figure that has risen since last year by £180 million. Generally speaking, ICAI’s follow-up report gave us pretty good marks for how we are dealing with education. Our target is that by the end of this year we will have trained 190,000 teachers and educated 11 million children through primary and early secondary school, and I am confident we will meet that target. The manifesto commitment of the new Government is to do that for another 11 million children by 2020.

The principle on which DFID works in delivering our education effort is to combine learning with equity. By learning, we mean that all boys and girls are to gain a foundation in skills to further their education and employment and realise their potential. That means a quality education that delivers what it is supposed to. As I say, that is done on the basis of equity. The hon. Members for Ceredigion, for Glasgow North and for Lewisham East all rightly drew attention to that agenda. It is the key principle.

On disability, the principle of “nobody left behind” must underpin the delivery of our efforts. It is how we will measure whether the goal and the targets have been achieved, and we are making enormous strides on that agenda. For example, any school we fund has to be accessible by disabled people. However, we do not want simply to make things accessible—it is no good children getting into a school if they are not actually learning anything when they are in there. Disabled children must have the same access to education, which is why we have invested heavily in specific projects dealing with the needs of disabled people—for example, providing Braille resources for 10,000 blind children in Ethiopia and for the Ghana Blind Union. We must be much more alive to this issue in the design of our future projects if we are to meet the targets.

The hon. Members for Glasgow North and for Lewisham East both talked about children in conflict areas, Syria in particular. We have put enormous effort into ensuring not just that no child is left behind but that there should be no lost generation. We have invested a huge amount of resource into ensuring that in both Jordan and Lebanon refugee children can be enrolled, through having two shifts, one in the morning and one in the afternoon; there are also enrolment targets.

We are also funding the education Ministries. A new funding model is required for these emergencies. It is no good stumping up money and saying, “Here’s our commitment of £50 million” or £100 million, or whatever it is. Ministers who are delivering education in Lebanon and Jordan need to be assured that the finance will be there next year and the year after if they are to have plans. Therefore, part of our effort has been driving forward the agenda of delivering education over the longer term. That will be part of our agenda in Oslo and Addis: to make sure that finance is available not just as a one-off donation, but on the basis of a commitment on which Governments and Ministers can plan to provide for the educational needs as required.

As for the systems that underpin the principles of learning and equity, I have drawn attention to the fact that we need to address a whole series of statistics and metrics—things that we need to be able to measure—in order to ensure that data are used properly to deliver the outcome that we require.

The new SDG is a considerable expansion beyond the primary objective of the MDG. That raises all sorts of questions about finance, and the hon. Member for Ceredigion was right to consider whether we can provide the finance to deliver the goal. I think that we have to take a step back and consider policy and what we can do to address the needs of lifelong learning in a way that goes well beyond the emphasis on primary education. We are already active in that area. We have been supplying early years education for 150,000 children in Burma, and through the organisation BRAC in Bangladesh we have supplied 2.7 million children with pre-primary education, but we also have to address the needs of tertiary education. We are certainly active in technical and vocational education, but we need to consider particularly the concerns of further education beyond that. Most of our fellow donors deal with that through scholarships, but there is a weakness with scholarships in that all the expenditure is carried out in the donor country. It does not actually get out beyond that to the nations that are developing and that require it. How we deliver such things will have to be considered in more detail than perhaps it has been hitherto. There is a great policy decision to be made.

My view remains that primary education is of key importance in building foundations for development. It is one of the things that delivers huge improvements in delivery of other goals. Education is not only a goal in itself, but the door to other SDGs in terms of health outcomes and economic development. If education has not been delivered on, it will not be possible to deliver economic growth and the healthcare benefits that accrue as a consequence of having educated girls, which leads to later marriage and fewer problems with maternal health. All sort of things are transformed because of education. An additional year of education can increase a worker’s income by 10%, with all the effects that that has.

I would go further and say that the huge benefit of an educated population is that it delivers a stable, well governed country that provides for development—for the golden thread of economic development. Countries are poor because their elites choose to keep their people poor, because it suits them to do so and there is not an educated, active, civil society able to hold them to account. Education will deliver so much more than just the delivery of educational results in themselves.