Education Bill

Lord Lucas Excerpts

Monday 24th October 2011 Lords Chamber

[Baroness Butler-Sloss]

My Lords, I will say one thing briefly. It is important that we all remember that the Church of England is the established church of this country. That is why we have the Prayers that we have every day. It is appropriate that that should be recognised in schools.

[Lord Lucas]

My Lords, surely those who regard religion as an infectious and dangerous condition should, in the modern idiom, wish to immunise their children with the mildest possible form of the disease.

[Lord Elton]

My Lords, I will intervene briefly. I, too, apologise for arriving late. I was bending my energies to limit and eventually, I hope, rub out the use of cluster munitions—of which by far the greatest number of victims are children of the age we are talking about, so it was very germane. I understand that the amendment is not designed to stop the teaching of religion but to stop the demonstration of religion as part of the organisation of an institution; namely, the school in which the children are. That is a very valuable practice. The development of habit in early life can be enormously important in later life. I was carried through the most difficult patch of my life by the habit of going to church every Sunday. The impetus of that was enormously valuable. The institution of regular corporate worship, properly conducted, is enormously beneficial to the young. I deplore any attempt either to discontinue it or, as some of these amendments would do, make it impractical.

--- Later in debate ---

[Lord Lucas]

My Lords, I am enormously supportive of everything that has been said so far. I am greatly encouraged by what the noble Lord, Lord Puttnam, said about the TES. Government after Government have tried to find ways of spreading good practice in education. I was looking at an example the other day—the Harkness table, which is a way of teaching. It started in America in 1930. It is still trickling into schools over here, because information and experience do not move until teachers move between schools, and it is a very slow process. ICT has made it possible to do this better and at a greater speed, but I have not seen it happening yet. I did not know it was happening in the TES and I am very pleased to hear it. It ought to be the sort of thing that the Government are grabbing at ways of supporting.

I entirely agree with the noble Lord, Lord Knight of Weymouth, about personal devices. An element of this Bill is about enabling schools to ban them more effectively. Actually, as the noble Lord, Lord Knight, said, they ought to be finding ways of using them more effectively, of incorporating them and of enabling those children who do not have access to a good enough device to participate. That takes the kind of transformation that the noble Lord, Lord Sutherland, has seen in only a few schools, but they have done it, they have done it successfully, and it shows what is possible. Clearly this is going to challenge the whole way of teaching. Everybody can now have the best teacher in the world, or at least for a substantial part of the time. The transformation of teachers from people who are supposed to know everything, however inadequate they are, to people who are going to be good guides and really do know everything, is one to which I look forward with great excitement. It is going to take some getting right. I am looking forward to a very supportive speech from my noble friend on the Front Bench because I am a great supporter of what this Government are doing.

In the bits of the speech from the noble Lord, Lord Knight, with which I did not agree, he was celebrating his role as a great frog sitting in the middle of the department, croaking while everybody else listened to his croaks. Now we have ponds all over England full of tadpoles and no great frog. The noble Lord, Lord Knight, may claim to be the father of the tadpoles, but this Government have liberated education and have made things possible that, under the Stalinist bureaucracy of the QCA and its successors, was never possible. All the changes that the noble Lord, Lord Knight, is looking for would not have been possible under his way of doing things because the centre insisted on having things done its way and reaching its own decisions before it allowed other people to take action. That has been done away with. I meet people who used to work for Becta who are out there now doing wonderful things. They no longer have to wait for Becta to take decisions. They are out there spreading the word individually and making businesses and lives out of it. I think it is part of the transformation that the noble Lord, Lord Knight, celebrates that we have been through a period when there has been a dispersal of ideas. Now, instead of one great oak, we have a lot of acorns sprouting, and I think that is the right place to be when it comes to technology.

I celebrate the particular acorn that this Government have allowed me to sprout, something called Behind the Screen, which, to my great surprise, was adopted as government policy with the help of David Willetts, who must have briefly reincarnated himself as the Minister for Education. The idea is to take computing—in particular, coding—back into school in a serious way, to work with industry in doing that and to work on real-world projects with real-world software. The aim is to have no limits as to how wide it goes, to be able to invade other bits of the curriculum, to have no limits as to how far it goes, indeed to be able to involve oneself in university-distance learning, if that is where a particular idea takes you, to work collaboratively within and between schools, to research, to problem-solve, and for teachers and their partners in industry to be pupils’ guides rather than their instructors. Furthermore, it should get going immediately; the first projects start in November. We are going to write the whole curriculum—to the extent that you can write a curriculum for something that changes every six months—around the schools and industries involved. The whole thing is being generated from the grass roots and not from the middle. The way to tackle technology in education is to let all that expertise and interest and involvement, which is out there around the country, be the source of enlightenment for those of us who sit in the middle.

The noble Lord, Lord Knight, celebrates Apple. I curse my iPad every day for its limitations and for the rules that have been imposed on it from the centre. It will not get Flash. I try and do things with the iPad and it kills me half way through because the website has chosen to do something in Flash and Mr Jobs has said no. I do not want that to happen. I do not want monopolies to spring up and one voice to be the controlling voice when it comes to getting technology into schools. I want diversity. I want lots of different people to try to do it, and I want to see who does it best. That is the way that I think we will come through to a successful technology education system.

So I celebrate what this Government are doing for me and for many others. I celebrate, too, Nick Gibb in the middle of that. This may not be his natural style but he knows that, at the end of the day, anything I do has to come up to his standards. That is an Olympic-level challenge and I welcome it. Where you are allowing a lot of different systems to compete to see which is best, the important role for the Government is to be in the middle making sure that what you have is rigour and quality and is not subservient to fashion and ideas of the moment. I know that I can rely on my honourable friend for that.

[Baroness Paisley of St George's]

My Lords, I, too, support this amendment. I had two wonderful experiences recently. One was on board a ship that was visiting Belfast. On a tour of that ship we were shown an operating theatre. The captain said to us, “There is the theatre”. It was a beautiful operating theatre, and the captain explained, “There is a computer in the wall, and in mid-ocean we can perform life-saving operations on board this ship directed from shore hundreds of miles away”. I thought it was wonderful to see how technology had advanced to this degree. In other times this could not have happened.

The other experience I had was in my own family. My great-grandson, who is two and a half, went to the computer, put in a DVD and waited until it came up on the screen. He knew which buttons to push to fast-forward it to pass the adverts to the part that he wanted to see, and of course he knew how to reverse it back if he missed something. If a two and a half year-old is able to do that, I think there is great hope for the future for technology and I support this amendment.