Sustainable Development Goals

Debate between Helen Grant and Mark Williams

Thursday 10th September 2015 Commons Chamber

[Mr Mark Williams (Ceredigion) (LD)]

I am grateful, Madam Deputy Speaker, for the opportunity to say a few words, and I thank the Backbench Business Committee for agreeing to the request of the hon. and learned Member for Sleaford and North Hykeham (Stephen Phillips) to hold this important debate.

As chair of the all-party group on global education, I will restrict my comments to the cause of global education. Members of the House would be forgiven, given the enormity of the refugee crisis, for being unaware that Tuesday was International Literacy Day. I echo the words of the director general of UNESCO, Irina Bokova, who rightly described literacy as “a human right”, “a force for dignity” and

“a foundation for cohesive societies and sustainable development”.

How right she was that promoting literacy must be at the heart of the new agenda. By empowering individual women and men, literacy helps to enhance sustainable development across the board, from better healthcare to food security, eradicating poverty and promoting decent work. Few would deviate from that sentiment, and it is borne out in goal 4 of the new sustainable development goals.

The hon. Member for Stafford (Jeremy Lefroy) is right to describe the millennium development goals as a success. We should not characterise the past 15 years as a failure, but we must be mindful of the need to build on those goals and of the challenge. We need to set the goals for the next 15 years in a spirit of challenge.

There are 250 million children in schools who are not learning basic skills, despite the fact that half of them have spent at least four years in school. There has been success in getting many millions of children into school. The hon. Member for Maidstone and The Weald (Mrs Grant) and I went on a trip to Nigeria to see the policies that are getting children who were out of school into school. However, we need to look with renewed vigour at the quality of the education in those schools and at the value we place on the teaching profession across the world. I say that as a former primary school teacher here.

There is a continuing gender divide between boys and girls, although great strides have been taken and DFID has undertaken excellent work to bridge the gap. There remain 774 million illiterate adults in the world—a decline of just 1% since 2000. Some 58 million primary school children remain out of school and 59 million adolescents remain out of secondary school. UNESCO has described this as a global learning crisis, and it is right. In short, this is a period of vastly unfinished business.

If the SDGs are to be effective, they will demand more stability and predictable funding from existing funding mechanisms. The hon. Member for Glasgow North (Patrick Grady) spoke about the different funding cycles, with the 15-year cycles of the targets and the three-year cycles under which DFID operates.

[Mrs Helen Grant]

Funding is essential. Does the hon. Gentleman agree that attracting private finance and embracing the BRIC countries is important?

[Mr Williams]

Given the enormity of the task before us, that is an inevitability. There will be a mix of funding prospects and I will move on to talk about one of them now.

I saw at first hand the approach of the Global Partnership for Education in Tanzania, as well as the funding it secured. It built a partnership between government, civil society, international organisations, students, teachers, foundations and the private sector, and got them all working together. But—and this is a big but—despite the UK making the largest pledge of any donor, the Global Partnership for Education fell well short of its £3.5 billion target. The UK pledge is contingent on the UK making up no more than 15% of donor contributions, and there is concern about the conditionality of that pledge. Although it has already been called for this afternoon, it is critical that the Government continue to put as much pressure as they can on other countries throughout the world to make pledges or to increase their pledges, specifically in the area of education.

Time is short, but I want to reflect quickly on one other issue. One omission from the millennium development goals in respect of education was the issue of disability and access. There was no mention in 2000 of disability. I commend DFID for its disability framework, which is now being enacted, but it is staggering to reflect that disability was not mentioned then. It is mentioned in the sustainable development goals, but, if we are to meet meaningful targets on disability and access to education, we need the data as well. I visited schools in Nigeria and Tanzania, and I will shortly go to Kenya with the all-party group. I do not want to see what I have seen elsewhere, which is little evidence of provision for the disabled or differentiation in treatment. We need data to make a judgment on success and where we need to go.

Finally, SDG 4 makes impressive reading. Many of the overriding omissions in the MDGs—matters we have been campaigning for over many years—have been dealt with and are now included. I do not want, in 15 years’ time, anybody to be talking about vagueness, vacuousness or a lack of enthusiasm in the targets. I therefore suggest that, when the goals are accepted, DFID put in place an overarching strategy for SDG delivery with reviewing and reporting mechanisms, as we have heard this afternoon, so we can assess whether the targets are being met and the wish list, the entitlements of the goals, are practically delivered on the ground for the benefit of humanity.

Oral Answers to Questions

Debate between Helen Grant and Mark Williams

Thursday 26th February 2015 Commons Chamber

[Mr Speaker]

The hon. Member for Colchester (Sir Bob Russell) is chuntering from a sedentary position, to no obvious benefit or purpose, but no doubt we will be enlightened later.

[Mr Mark Williams (Ceredigion) (LD)]

What assessment has the Minister made of the much greater contribution tourism could make to the economy were VAT on tourism to be reduced, which is something that all but three countries in the EU have been able to deliver?

[Mrs Grant]

VAT is a matter that is constantly raised with me, but it is one for the Chancellor. He keeps all taxes under review, and I am sure that he will keep this one under review too. The hon. Gentleman might like to know that I am holding a round-table meeting on VAT with the industry in the next two weeks.

Education Projects (Nigeria)

Debate between Helen Grant and Mark Williams

Tuesday 20th March 2012 Commons Chamber

[Mr Mark Williams (Ceredigion) (LD)]

First, let me congratulate my hon. Friend the Member for Harrow East (Bob Blackman) on securing the debate. Harrow is a lot easier to pronounce than Ceredigion, but I thank him for his efforts and for allowing me to make a brief contribution to the debate.

My hon. Friend has covered much of the ground regarding our visit to Nigeria, but I just want to reflect briefly on the position of teachers in Nigeria and particularly on the opportunities for meaningful teacher training. The four schools we visited near Abuja and in Lagos were certainly characterised by enthusiastic young people but also by inadequate resources and old-style “chalk and talk” teaching delivered from the front of overcrowded classrooms rather than through engagement with young people. Despite that, the young people we met seemed captivated by the experience and willing to sit it out to progress and try to advance themselves. I shall not forget being taken to a library in one of the schools we visited and seeing a couple of shelves of books, most of which seemed to be redundant computer manuals relating to four redundant computers—redundant because the school had no electricity supply—in the corner of the room.

In addition to what my hon. Friend said in reporting back our experiences, my hope tonight is that DFID will ensure in its reflections on strategies to support teacher training that teachers have the skills they need to teach in a way that is participatory and responsive to individual young people. In other words, while we remain concerned about the scale of the challenge, with the 800,000 people whom DFID projects are going to help back into classrooms, including 600,000 young girls, I hope that quality will become a feature of the teaching debate, not just quantity.

[Mrs Grant]

Does my hon. Friend agree that notwithstanding the enthusiasm of both children and teachers, while we were there we certainly saw evidence of the very large classes, lots of children and sometimes the inadequacy of teacher training?

[Mr Williams]

I am grateful for my hon. Friend’s intervention. I shall come on to that. In a previous life I used to be a primary school teacher. The prospect of teaching 36 children in a school in the west country or in rural Powys fades into insignificance when compared with the size of the classes that we saw in Nigeria.

My hon. Friend the Member for Harrow East will recall a conversation that he and I had in Abuja with Mrs Ozumba, the federal head of primary education, which revealed the problems that Nigeria clasically faces. She said that Nigeria does not have enough people willing to be teachers, especially in rural areas. The profession is not incentivised. There is minimal job security and there are instances of teachers not being paid at all. There is little focus on technical and vocational areas of the curriculum which could benefit the Nigerian economy. Only pre-service teacher training is available. There is little, if any, in-service teacher training, and there is a need to build and cascade down some semblance of a teacher training structure.

There is, as my hon. Friend mentioned, a severe shortage of female teachers, who are essential as role models for young girls in school, and to encourage girls to stay in school and to be allowed by their parents to remain in school. With reference to the conditions that teachers as well as children face, I also remember the Yangoji junior secondary school near Abuja, where there were 788 children with no water supply whatsoever, the borehole that did not yield any water, and the children sitting in classes of 70. That was an issue for the children, but it was an issue also for the teachers.

Despite all the problems, the scale of the problems, the estimated 8.5 million children out of school, the huge sensitivities in the northern territories, and the gender divide, there is vast potential. That is the word that stays in my mind from my first visit to Africa, to Nigeria—the huge potential for that country. It is being advanced through laudable DFID schemes, the awakening of civic society via the school-based management committees that we heard about this evening, and a healthy questioning of where money is being spent. The press in Nigeria is a free press, challenging politicians to account for the money that is being spent and challenging the federal Government to honour the spending commitments that they have made.

DFID’s work remains essential and is much appreciated. The infrastructure works, and sanitation and building projects are evidently succeeding, but I hope DFID will continue with the third sector and the Nigerian Government to look at the human investment required in education. I end with one harrowing piece of research, commissioned by DFID, which suggested that of 42,000 grade 3 teachers in Kwara state who were given a test that their young students should have passed, only 19 passed. In short, I hope we will continue to emphasise and build upon the quality of education, as well as the quantity.