Educational Performance: Boys

Gregory Campbell Excerpts

Tuesday 6th September 2016 Westminster Hall

[Karl MᶜCartney (Lincoln) (Con)]

I beg to move,

That this House has considered the educational performance of boys.

It is a pleasure to follow my greater Lincolnshire colleague, the hon. Member for Scunthorpe (Nic Dakin), who has now left, and to serve under your chairmanship this afternoon, Mr Walker. I am pleased to see so many Members from both sides of the House here. I hope everyone will have an opportunity to take part in the debate, should they so wish.

I am delighted to lead the debate, because the educational underachievement of boys is a one nation issue. It is an equality and fairness issue and an issue that should be front and centre of the country’s conversation on education and social mobility. The issue of our gender education gap and its impact has not been addressed adequately by this House or by successive Governments of all colours and the education sector seems reluctant to take action on it. That is a shame. This issue is not just about working-class boys or no-income families, albeit those groups do need attention. It is an issue that affects boys across the board, including a group so often missed out—boys from low to low-middle income households.

As Members of this House, we all hold dear the desire to ensure that every young person in our great country has the opportunity to make the most of their life and their skills. We also want a cohesive society, the opportunity for social mobility for all and a successful economy—even more so in a positive post-Brexit economy. We may all have different ideas on how to achieve that, but surely our aims are all the same.

The reason for the debate is to set out what the gaps are, the impact to date, the reasons and what action needs to be taken, for it is such positive action to tackle this inequality that has been lacking, and which needs to be quickly addressed. We cannot afford to keep letting further generations of our boys down by not addressing this glaring gender education gap. Talk, or more talk and no action, will no longer pass muster.

It is also important to set out the framework of the debate, which is about closing the gap between the educational performance of boys and girls, but not at the cost of reducing girls’ performance. That is a socialist creed which I will not countenance. I want levels of attainment for all to be comparable and raised, not lowered. We need the performance of both to keep on improving, but for the gap between them to close.

It has to be recognised that the performance of boys has continued to improve over time. The number of boys going to university each year is 46,000 higher than a decade ago and there has been a steady improvement in GCSE and A-level results. What has stayed the same, though, is the clear gap between boys and girls, and in some areas such as higher education the gap is increasing. At key stage 2—in old money that is 11-year-olds—the pass rate gap is six percentage points and boys are often already behind on entering primary school. For five GCSEs including English and maths in England, the gap is now nine percentage points and in my county of Lincolnshire it is 10 percentage points. The gap at 16 years of age in Wales is 7.5%, in Scotland 7% and in Northern Ireland 7.3%. For the English baccalaureate the gap is just under 10%.

As we move further through the education system, at A-level the average grade for a boy is C and for a girl is C-plus, albeit a higher percentage of boys achieve three A’s or A*s than girls. In terms of higher education, fewer boys go to university, due to lower attainment in earlier school or college years—60,000 fewer in 2015, and there is a gap of more than 460,000 over the last 10 years. Results at university also show that boys will achieve lower grades and are more likely to drop out. Two thirds of all courses now have more women than men on them.

As we all know and see every day in our constituencies, while facts are one thing, it is the actual impact on the lives of individuals and their families that matters. The gap affects our community, our businesses and our ability to compete as a nation. I see its impact when driving around certain areas in the daytime and I see young men hanging around when they should be in work, on an apprenticeship or at university or college.

[Mr Gregory Campbell (East Londonderry) (DUP)]

With reference to the impact on the hon. Gentleman’s constituency and all our constituencies, in some instances—in Northern Ireland, for example—targeted interventions have taken place. In particular, in literacy and numeracy we had a programme over two years that seemed to get to the nub of the problem. Unfortunately it did not go far enough and there was not enough money spent on it, but that was a good targeted intervention and we should look to projects like that for the future to try to address that problem.

[Karl MᶜCartney]

I agree with my colleague, who makes a very good point, and it is something that I will cover later on in my speech. I am happy to take as many interventions as possible.

Most males who are not in education, employment or training are unemployed. For those men with no or low skills, that has an impact on their mental health, employment and predilection to commit crime. Those men constitute the largest group in our criminal justice system. When it comes to apprenticeships, there are now 30,000 more female apprentices, a trend and gap that has been in place for at least the past five years. After university, a lower percentage of male graduates will be in full-time work, a higher percentage will be unemployed and far fewer enter the professions. Nowadays, there are more women becoming doctors, vets, dentists, solicitors and teachers than men every year, which reflects the numbers taking related degrees. Twice as many women are now training to be a GP as men.

We can see that all played out when it comes to wages. According to the Office for National Statistics, on average men in full-time or part-time work under 29 years of age are paid less per hour on average than similarly aged women. That remarkable transition flies in the face of the shrill equal pay brigade, who while proclaiming the need for equality seem quietly to gloss over that fact when shouting from the rooftops with regard to equal pay. I want equal pay for those with equivalent experience and qualifications and skill levels regardless of their gender or age.

What is causing the gap—a gap that broadly was not there before the 1980s but which has been increasing since then? That has been an area of some contention, which may partly explain why so little investigation has so far taken place, because it is difficult to agree or find solutions if there is no agreement on what is causing the problem. In essence there are a number of themes.

The first is that boys develop more slowly in their teen years than girls, so boys and girls are not at the same natural development level, even when they are the same age. Many of us long ago accepted that boys and girls are different. The second is around social attitudes and background. There is some evidence that boys have less positive attitudes towards education than girls have, and that they receive less support at home. The role of fathers and/or role models is seen as vital to instilling in their sons the importance of education.