UN International Day of Education

Baroness Laing of Elderslie Excerpts

Thursday 28th January 2021 Commons Chamber

[Harriett Baldwin (West Worcestershire) (Con)]

I beg to move,

That this House has considered the UN International Day of Education.

I thank the Backbench Business Committee for scheduling this important debate so close to the United Nations International Day of Education. After today’s moving debate on Holocaust Memorial Day, I add my tributes to the Holocaust Educational Trust for its crucial work in taking sixth formers to visit Auschwitz-Birkenau. The visit I undertook with students from Hanley Castle High School will remain forever etched in my memory and, importantly, in their young memories. It is vital that such work continues.

I never thought that we would be marking UN International Day of Education at a time when our schools in the UK are closed to so many children. I share the Government’s aspiration to reopen our schools as soon as possible, and would welcome an even earlier date than 8 March, by reopening classes in a staged way, even for part of the day, with reception to year 2 back first, and gradually adding additional classes. Let us also make the most of fresh air and exercise, like the wonderful Forest Schools that so many of the West Worcestershire primary schools enjoy. I welcome the important investment that the Government are making in extra support and catch-up tuition, to help each child make the most of their potential.

Around the world, even before the pandemic, some 258 million children and adolescents were out of school. The majority of them were girls. More than half of 10-year-olds in low and middle-income countries were not learning even to read a simple text. As a result of the pandemic, 1.3 billion children around the world have seen their schools close at some point in the past 12 months. Let me quote:

“Twelve years of full-time education is not the only answer to the world’s problems. It is not a panacea, but it is not far short.”

Those are not my words; those are the words of our Prime Minister when he was Foreign Secretary. He knows that in many of the poorest, most conflict-torn countries, it is mainly girls who drop out of school early, who lag behind boys in literacy levels, and who have children when they too are still children. The Prime Minister continued:

“Female education is the universal spanner,”.

He said it is the “Swiss army knife” that helps tackle so many of the world’s problems, and that

“the best and biggest thing that we can do for the world, is to make sure that every girl gets 12 years of full-time education.”

It is wonderful as we begin 2021 and the UK presides over the G7 that girls’ education has made it on to the agenda. My wonderful colleague, my hon. Friend the Member for Maidstone and The Weald (Mrs Grant), has been appointed the Prime Minister’s envoy. The UK’s G7 goal was to secure a commitment to getting 40 million more girls into education and 20 million more girls reading by the age of 10. Here in the UK we are rightly concerned about the importance of laptops for remote education, but we should also not forget the importance of low-tech and simple things, such as exercise books, pencils, chalk, and text books, as well as older technology such as radio, for children around the world who are also having to undergo remote education.

It is wonderful that later in 2021, the UK and Kenya have agreed to co-host the replenishment of the global partnership for education, which is the only multilateral organisation that crowds in funding from richer countries to help education budgets in very poor countries. I wholly endorse the leadership that the Prime Minister and the Government are showing on education globally. A better educated world will be a healthier, more peaceful and more prosperous one, and that surely benefits us all. But that leadership will need bolstering with money from the UK aid budget.

The Minister will know that I oppose the temporary reduction of the overseas development assistance target, as it not only breaks our manifesto commitment, but will mean that there is less money available to tackle hunger, deliver vaccines, educate children in poor countries and make sure they have clean water. I welcome the commitment that the UK has made to the Vaccine Alliance, and the commitment that we have made to doubling international climate finance, but can the Minister reassure the House today that the cut to the aid budget is not going to affect the money spent on education for the world’s poorest children? Will our contribution to the replenishment of the Global Partnership for Education be at least as generous and ambitious as before? Will as many girls as before be helped to remain in school through projects such as the Girls’ Education Challenge? Will she consider launching more UK Aid Match projects so that we can all donate more and have it matched by UK aid? What progress is she making as Minister for the European Neighbourhood and the Americas in encouraging our friends in the US to step up and spend more on global education under the new Biden Administration?

With new vaccines coming on line, we are starting the process of building back better after this awful pandemic, and of levelling up our own country as we recover. We also have a key role to play in building back and levelling up the world by ensuring that every child—both in our country and around the world—gets a quality education, no matter how poor the country into which they are born. That will be the most important way in which we can build a stronger, more resilient and healthier world for our children.

[Madam Deputy Speaker (Dame Eleanor Laing)]

Members will be aware that there is to be a time limit of three minutes per speech for Back Benchers. I know that that is very short, but I must explain that if everybody takes three minutes, not everyone who is on the list will get in. If Members were able to take just a little bit less than three minutes and share out the time equally, everybody would have the chance to speak.

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[Mrs Helen Grant (Maidstone and The Weald) (Con)]

I am hugely honoured to be the UK’s special envoy for girls’ education, and I thank my hon. Friend the Member for West Worcestershire (Harriett Baldwin) for her very kind words. My role is to champion globally the Prime Minister’s message that providing every girl on the planet with 12 years’ quality education is the best way of tackling many of the problems facing the world today. Investing in girls’ education is a game changer. A child with a mother who can read is 50% more likely to live beyond the age of five, twice as likely to attend school themselves, and 50% more likely to be immunised. Girls’ education is therefore vital for women and girls, who make up 51% of the population, but it is also vital to levelling up society and developing economies and nations.

Even before covid-19, the world was facing a learning crisis. Tragically, the pandemic has become one of the biggest educational disruptors in our history, affecting 1.6 billion children at its peak in 2020. Many of these children are girls, and many of them will never return to school, or even start school, lowering their chances of future employment and decent livelihoods. To avert this tragedy, we must up our game globally and respond. For the UK, this has begun with leadership from the very top. Our Prime Minister has put 12 years’ quality education for every girl at the very heart of our G7 presidency. Our Foreign Secretary has agreed global targets that include getting one third more girls reading by the age of 10 and 40 million more girls in primary and secondary school by 2025. This year, too, the UK will co-host with Kenya the financing summit for the Global Partnership for Education, working hard with our partners to get the replenishment commitments needed for girls’ education for the next five years.

I know that the weight of the challenge regarding girls’ education is very significant, but our ability to make a change in the world, if we work together, should never be underestimated. The international community must, however, adopt a more ambitious and co-ordinated approach to girls’ education. There needs to be more focus on quality, and on secondary education. We must also listen more carefully to what girls and young women say about what they want and need. Vitally, global leaders need to speak out much more, as our Prime Minister has done, on the importance of educating girls, explaining all the advantages for girls and women, their children, their families, their communities and their nations. Together, if we can make this happen—and I believe we can—the human race will be in a much, much better place.

[Madam Deputy Speaker (Dame Eleanor Laing)]

I apologise to the House and to the hon. Lady; the clocks are simply not working. In case it looks strange, I should tell the House that I have decided to work from my own clock. We will proceed from there.

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[Katherine Fletcher (South Ribble) (Con) [V]]

[Inaudible.]

[Madam Deputy Speaker (Dame Eleanor Laing)]

We cannot hear Katherine Fletcher. I apologise to the hon. Lady; we will pause and come back to her when we can. Let us go to Taiwo Owatemi in Coventry North West.

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[Mr Andrew Mitchell (Sutton Coldfield) (Con)]

I am a humbled to be the first man to take part in the debate. I congratulate my hon. Friend the Member for West Worcestershire (Harriett Baldwin) on her brilliant opening speech, and I congratulate my hon. Friend the Member for Maidstone and The Weald (Mrs Grant) on her important new appointment.

There are many interventions we can make to fundamentally change the world. We can ensure that people have clean water. Dirty water and water-borne diseases still kill thousands of children every day. We can vaccinate children, which is a UK priority. In the last Parliament, British taxpayers vaccinated a child in the poor world every two seconds and saved the life of a child in the poor world every two minutes from diseases that, thank goodness, our children do not suffer from today. We can exhort contraception and family planning, allowing women in the poor world to decide whether and when they have children.

But for me, education, and educating girls in particular, is top of the list of ways we can change the world. If we educate a girl, she will almost certainly marry later. She will ensure that she educates her own children. She is likely to be economically active. She will adopt a leadership position in her family and her community, and these women are increasingly seen in national government. The UK has been a leader in this area under both parties, and our Prime Minister eloquently extols the importance of every girl having 12 years of education as a critical way of improving the world. We see in Africa the extraordinary way in which education is valued by parents and children as the ladder out of poverty. They walk so far every day to get an education and wrap their textbooks in the brown paper that shows their value.

When so many children cannot go to school here and in the poorest, most deprived parts of the world, this is not a time for Britain to renege on its promise to the poorest through the 0.7%. Every Member of this House was elected on a promise to stand by the 0.7%. It is just 1% of the debt we have racked up this year. The 0.7% is already reduced by nearly £3 billion, because gross national income has gone done so much this year. If these cuts persist, it will mean that 1.6 million fewer children go to school, 12.6 million of the poorest women in the world will not have access to contraception, 3.4 million starving and hungry people will not get humanitarian support, 9.3 million children will not get vaccinated and 6.3 million who would previously have got access to clean water and sanitation will not get it.

If the Government try to protect one or more of those areas, the effect on the others will be even worse. It is a dismal start to the UK’s presidency of the G7 to cut this budget, when we have seen the United States increase its aid spending as a priority just this week. We know from the pandemic that we will not be safe here until we are safe everywhere. It is a terrible mistake to cut the 0.7%, and I urge the Government to think again.

[Madam Deputy Speaker (Dame Eleanor Laing)]

We are now going back to Katherine Fletcher.

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[Layla Moran (Oxford West and Abingdon) (LD) [V]]

I congratulate the hon. Member for West Worcestershire (Harriett Baldwin) on securing this important debate and thank the Backbench Business Committee for granting it. We mark this International Day of Education in a year like no other. More than half of the world’s student population still face significant disruption to their education. This year we have been outraged by the number of British children who cannot learn from home. More than ever, it has become clear that access to the internet and, more importantly, the information it carries, should be a right as much as clean running water. This emergency extends far beyond our UK borders. The scale of the education emergency is almost impossible to comprehend. At least a third of the world’s schoolchildren have been unable to access remote learning at all during the school closures. According to UNICEF data, three quarters of children not reached by remote learning globally live in the poorest households or rural areas.

The consequences of that are far-reaching. It means that more children will be forced into child marriage or child labour. It may also mean more children permanently dropping out of education altogether. It is one of the great injustices of our times, and there will not be a vaccine that will immediately fix it. In the year when the UK has the presidency of the G7, we are also hosting COP26. The eyes of the world are looking to us to lead. The Foreign Secretary has said that girls’ education is a core priority for the Government.  That is a laudable aim and one that I fully support. The thing is, though, the official development assistance allocations released on Tuesday paint a slightly different picture. The Government’s proposed cut in aid to 0.5% of gross national income, counter to their manifesto promises, comes on top of a year-on-year decline in the share of aid budget allocated to education.

I heard just this week that the budget for education in the Foreign, Commonwealth and Development Office is to halve. I would like to know whether that is true, but it is worth looking at this year’s figures. A total of 5.6% of our development budget is currently spent on education. That is well below the 15% international benchmark. Halving that would be very short-sighted and, frankly, a scandal.

The UK must lead in the creation of the global education plan. The fact that so far nothing has been pledged, despite our hosting that summit in the summer, flies in the face of the Government’s own policies. I urge our country to pledge the £600 million to the Global Partnership for Education, as suggested by the Send My Friend to School campaign. There is, of course, the climate crisis and the two are linked. Many studies have shown that investing in education is one of the best ways of tackling the climate crisis. There is no better way for us to make a difference in this world than investing in education, and I urge the Government to do exactly that today.

[Madam Deputy Speaker (Dame Eleanor Laing)]

The hon. Lady has exceeded her time. I call Kim Johnson.

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[Mrs Flick Drummond (Meon Valley) (Con) [V]]

I thank my hon. Friend the Member for West Worcestershire (Harriett Baldwin) for securing this incredibly important debate.

This global pandemic has exposed many inadequacies and inequalities in education, not only in our country but around the world. From access to computers and broadband to a supportive environment, disparities have been replicated in every country. Teachers have had to adapt and be creative, often having to learn new skills—especially digital ones—very quickly. I salute every single teacher and member of support staff in every school.

Education is the major way out of poverty, and I fear that covid will have a long-term impact on the next generation if substantial measures are not introduced quickly. Some young people will be of an age when it appears more productive for the family to have their children out working rather than being educated, especially if they have lost income during the pandemic.

Governments and international organisations must put financial and other help in place to encourage pupils back to school, because if they do not return, it will cast a long shadow over the economic wellbeing not just of the individual but of the whole country. A recent OECD report states that if they miss one third of the school year, primary and secondary schoolchildren can expect their income to be some 3% lower over their entire lifetime. Providing information to parents and children about the benefits that education will bring them in the long term is crucial.

However, this crisis has also brought an opportunity for education systems to look at different ways of teaching, innovating, and changing assessment and examination systems. Sustainable development goal 4 was set to provide

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

We need systemic reform of our education system here in England as much as we do in other countries, and we need to learn from each other about good practice and pedagogy, adjusted to our individual countries. We need to realign the curriculum, assessment and examinations, and move away from a system that helps elite students and towards actual skill distribution to the entire student population. The UK Government’s White Paper on skills is an example that can be shared.

Countries must embrace a new vision of education for the future. If remote learning has taught us one thing, it is that e-learning can be harnessed if there is decent connectivity, and the right software can be highly cost-effective and help with knowledge and lifelong learning. It must be a priority for all Governments to improve access to technology and the connectivity of their populations, to address the glaring disparities that have come from those who have not had access to online learning.

We should see this crisis as a catalyst for sustainable and innovative reform, at the same time as building the foundation for greater resilience and sustainability in education. I hope that all Governments will seize this opportunity.

[Madam Deputy Speaker (Dame Eleanor Laing)]

There will be three more speeches from the Back Benches and then I am afraid we will have to go directly to the wind-ups.

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[Yasmin Qureshi (Bolton South East) (Lab)]

I begin by congratulating the hon. Member for West Worcestershire (Harriett Baldwin) on securing this debate. I pay tribute to her excellent work as chair of the all-party parliamentary group on global education.

Benjamin Franklin said:

“An investment in knowledge pays best interest.”

We know that, even before the pandemic, vast educational inequality existed. In the world’s poorest countries, nine out of 10 children were unable to read a basic book by the age of 10. The covid-19 pandemic and measures taken to contain it have highlighted and exacerbated that inequality around the world. Communities around the world are struggling, and this virus continues to destroy lives, livelihoods and opportunities.

Members rightly highlighted that the covid-19 pandemic has triggered a global educational crisis and raised that this educational deficit is not new. My hon. Friend the Member for Rotherham (Sarah Champion) spoke about the equalities goal. I commend her work as Chair of the International Development Committee on overseas development assistance. My hon. Friend the Member for Coventry North West (Taiwo Owatemi) talked about the importance of educating girls, because it lifts the whole country, which my hon. Friend the Member for Liverpool, Riverside (Kim Johnson) observed the importance of. My hon. Friend the Member for Putney (Fleur Anderson) talked about the importance of clean water. I know that she speaks with expertise, as somebody who worked in the aid sector before coming into the House. The right hon. Member for Orkney and Shetland (Mr Carmichael) also argued for the importance of education.

During the first wave of the pandemic, 1.6 billion children in almost 200 countries suffered educational disruption. Save the Children reports that nearly 200 million children continue to be out of education. We know the importance of washing our hands to stop the spread of deadly viruses such as covid, yet globally, half of all schools do not have soap and water available to students. Will the Minister tell us what her Department is doing to rectify this situation?

Nationally, the Government’s record throughout the pandemic, I have to say, has been shambolic. We are still waiting for a clear path to schools opening safely. The UK has an important role to play in pushing global co-operation to ensure that students are able to return safely to school as quickly as possible. However, does the Minister find it difficult speaking with international counterparts, given the abject failure of the Secretary of State for Education, who has lurched from one failure to the next?

Many marginalised children rely on school meals, as well as health services and menstrual hygiene products. School closures have deprived 370 million of the most vulnerable children of their daily school meal. Does the Minister agree that these children deserve a nutritious diet? Almost half a billion children worldwide have not been able to access remote learning while schools have been closed. Where it is accessible, it is not given to girls. The Malala Fund estimates that 20 million secondary school-age girls in poorer communities could be out of school after the pandemic has ended.

We know that investment in girls’ education will suffer. However, proper investment in girls’ education can lead to global equality, which can then help nations to prepare for the effects of climate crisis as well.

This pandemic has threatened to turn the clock back on gender equality. We know that girls are far more likely to be kept out of school, take on burdens of care and forced into early marriages or domestic duties. Will the Minister make it clear that our Government will take action to tackle the structural causes of gender inequality, through the G7 later this year? What steps is she taking to overcome the causes, not just the symptoms? What contribution will her Government make to the replenishment of the Global Partnership for Education?

We are aware that the Minister and her Department are currently developing the girls education plan. What assessment has she made of the risk that the narrow targets for the girls education plan, announced in November last year, would lead to box-ticking programmes that do not genuinely tackle the multiple barriers that girls face in getting quality education? How will she ensure that the barriers for girls, teenagers and young women are all considered and that access is widened?

We have heard over and again that the Prime Minister is committed to advancing girls’ access to education, yet he has decided to signal the UK’s retreat from the world stage by scrapping a world-renowned Department in the middle of a pandemic, when that Department should have been rightly focusing on saving lives. He also refused to disclose the details of the cuts to lifesaving and lifechanging aid programmes. It appears that the slashing of the aid budget was purely politically motivated.

Unless swift action is taken, the current cut to the aid budget will put those commitments at risk at a time when poor countries that are already suffering are going to suffer even more. In fact, last year the Government cut a project that supports 200,000 young people in Rwanda and which had led to a reduction in teenage pregnancy and sexual violence. Does the Minister agree that cancelling a project that invests in the future of Rwandan girls is totally at odds with the Prime Minister’s stated commitment to girls’ education? Was that a mistake, or was it a lack of oversight and strategic vision within this newly created Department? Given the state of global education and the clear need for extra support, how much official development assistance will be spent on education in 2021, and how will it compare with 2019 and 2020?

Finally, what signal does the Minister think the Government’s bluff and bluster and cuts in aid, contradicted by sanctions, sends to our allies, such as President Biden?

[Madam Deputy Speaker (Dame Eleanor Laing)]

Just before I call the Minister, I should explain, for those who can see, either in the Chamber or elsewhere, that the clock in front of us is wrong by about three minutes, so the official time up there for when this debate will finish is 5.3 pm. I do not want the hon. Ladies who are about to speak to think that they are being short-changed in any way whatsoever. They are not. It will, in fact, be 5 o’clock in the real world, but it will say 5.3 pm up there.