Data Protection Bill [HL]

Lord Puttnam Excerpts

Committee: 2nd sitting (Hansard): House of Lords
Monday 6th November 2017 Lords Chamber

[The Earl of Erroll (CB)]

My Lords, we have to face the reality that children are going online at a younger and younger age, so anything that facilitates that and makes it work more sensibly is essential. We need to think about the interface with the right of erasure in Clause 44 and the clauses just after it. I am not sure whether parental consent is still required for this when someone is under 16. There have been problems where children or younger people have put images and other material online which they want removed but are far too embarrassed to tell their parents about them. The problem is that data processors are not allowed to remove them without parental consent, so the children do not tell their parents, the images stay there and a lot of trouble is caused. That area should be looked at in relation to these clauses and Clause 44. I would love to leave it to someone else to sort this out who is better qualified to deal with the legal position.

[Lord Puttnam (Lab)]

My Lords, I support this amendment and apologise to the Minister and the House for not being present at Second Reading as I was overseas. However, my noble friend Lady Jay more than adequately set out some of my concerns around Part 5 of the Bill. However, this is also a very important amendment. In the debate initiated by the noble Baroness, Lady Lane-Fox, on 7 September, the noble Baroness, Lady Kidron, said:

“There is an awkward tension in having a technology that is able to help us to confront our societal needs … and a corporate culture that aggressively balks at … long-term societal responsibilities”.—[Official Report, 7/9/17; col. 2118.]


In the end, that is precisely what this comes down to. The noble Baroness, Lady Harding, made a very important point a little earlier. She referred to barriers to entry being used by corporations to not do the things that they should do, and at the time they should do them.

Today is the 20th anniversary of my entering your Lordships’ House and, if I had to count the number of times I have been told that barriers to entry are the reason for not doing something, we would all be here all day. I well remember the noble Lord, Lord Oxburgh, who is in his place, and I having a meeting with the then Ministers for Energy and being told that “barriers to entry” were one reason that the large energy companies could not do the things that we suggested they might do at the time. Therefore the idea that the Silicon Valley companies have not reached a sufficient size or sophistication to be able to carry out the de minimis changes to their platforms—the effect of the amendment which the noble Baroness, Lady Kidron, set out so beautifully—is a nonsense. Please can the noble Lord, Lord Ashton, beg Matt Hancock, the Minister, to put to one side any more arguments about unacceptable barriers to entry being raised by this and indeed other amendments on the same subject?

[Lord Stevenson of Balmacara (Lab)]

My Lords, this has been a terrific debate on an important subject. We probably all agree that of all the issues that will come up on the Bill, we care about this one the most and would like to see it settled in a way that balances, as has been said, the wish for people to enjoy the use of the internet—which brings so much in so many different ways—with an appropriate regulatory structure that means that harm is prevented where it is appropriate to do so.

I was struck by what the noble Baroness, Lady Harding, said. Obviously, she is in a difficult position, speaking against her Government on a matter about which she has so much expertise and knowledge. However, she made the case so well that it is worth paying tribute to her for that. If we find a situation in any aspect of our public life where those responsible for an issue are unwilling or unable to deal with it appropriately, the public authorities have to take that step. We are in that situation—she made that clear so well.

Other arguments have been used today that were knocked back by the noble Baroness, Lady Kidron, when she spoke, but it is important to bear this in mind. There is no question here about us affecting our adequacy issues. This is definitely left to the government agencies in the countries involved to act on, and there is no issue here with regard to what we would say to the European Union should that be required in terms of adequacy, so we should not be dissuaded by that. As the recitals attached to the GDPR say, it is still a question of needing to balance the lower age of consent with the appropriate safeguards required. Age is one of those—it is important, but not the only one; capacity has also been raised before. However, we have the issue here about age, and there is a need for guidance around that.

The Government will not address the issue in any future sense. The internet strategy, which was referred to, is a bit of a red herring here, and, as we have heard, self-regulation, on which it is largely based, does not work. Therefore, action is probably required. As I said, if the industry will not do it, the public authorities should. We want this country to be the best place in the world to be online, and we want it to be safe to do so. If it is possible to design an age-appropriate environment, we should look very hard at that. The case that has been made today is incredibly important. The Government have a good sense of that from all around the Committee, as was said, and I hope they will be able to respond positively to it.

I will speak briefly to Amendment 20A, which picks up points made by the noble Baroness, Lady Howe. One issue that affects all those who wish to work in this area is the lack of information about what is happening on the ground: who is using what and how, with regard to time, effort and use of the internet? Amendment 20A, in my name, suggests to the Government that there is need at some point for a proper review which will require the companies to divest the information they currently have but which they do not share on information society services. Only then will the evidence of which the noble Baroness, Lady Howe, spoke, which will inform us as we go forward, be available. However, it should not stand in the way of the need to act in this way in this amendment, which I fully support.

--- Later in debate ---

[Baroness Kidron]

I support the amendment. I was on the House of Lords Communications Committee, to which the noble Lord just referred. We recommended that digital literacy be given the same status as reading, writing and arithmetic. We set out an argument for a single cross-curricular framework of digital competencies—evidence-based, taught by trained teachers—in all schools whatever their legal status.

At Second Reading, several noble Lords referred to data as the new oil. I have been thinking about it since: I am not so certain. Oil may one day run out; data is infinite. What I think we can agree is that understanding how data is gathered, used and stored, and, most particularly, how it can be harnessed to manipulate both your behaviour and your digital identity, is a core competency for a 21st-century child. While I agree with the noble Lord that the best outcome would be a single, overarching literacy strategy, this amendment would go some small way towards that.

[Lord Puttnam]

My Lords, I add my voice to that of the noble Baroness, Lady Kidron. President Clinton memorably said that the first step in solving a problem is recognising there is one. If anyone does not believe there is one, we rehearsed some of it in the previous debate; I would also advise them to watch two very recent TED Talks by Zeynep Tufekci and Sam Harris. If, having seen these, they can convince themselves there is not a serious and urgent problem, then their judgment is very different from mine.

I will speak for a couple of moments on this because I regard it as a very significant issue. Karl Marx—who knew a thing or two—said that if you change the dominant mode of production that underpins a society, the social and political structure will change, too. I believe we have changed the fundamental mode of production that underpins society. It is now called digital. We have to address that and we are not addressing it anything like seriously enough. There are two issues I would like to raise, and if there is a note of frustration in my voice, I apologise.

In 2003, through very torturous processes in this House, we managed to persuade the then Labour Government to impose a duty on Ofcom—and I spend most of my life defending Ofcom—which was very clear; it was laid out by the noble Baroness, Lady Jay, at Second Reading. Ofcom was given the specific duty of promoting media literacy. The wording was that Ofcom was required,

“to bring about, or to encourage others to bring about, a better public understanding of the nature and characteristics of material published by means of the electronic media”,

and,

“to bring about, or to encourage others to bring about, a better public awareness and understanding of the processes by which such material is selected, or made available, for publication by such means”.

Fifteen years later, in respect of these duties, Ofcom has wholly failed. By taking a very narrow, technical view of its responsibility, it has done almost nothing to promote notions of digital literacy in the electronic media. If we are not careful, the same will happen in the digital world. The noble Baroness, Lady Lane-Fox, used a much better phrase than “digital literacy”. She used the phrase “digital understanding” in a recent debate in your Lordships’ House. That is really what this is about.

To emphasise something that the noble Baroness, Lady Kidron, said, this is all about data. Ten days ago in Los Angeles, Lachlan Murdoch—who I think also knows a thing or two about this business—said the following:

“We’re in the beginning of an incredible transformation … we’re in the first months of something that will have a multi-decade life and future. Businesses that have large data sets and robust data sets will be the companies that win in the future”.


Every company in Silicon Valley and every communications company in the world knows that. This is why this is such a fundamental issue.

To my delight and surprise, the Italians appear to have picked up on this. In the New York Times of 18 October there is a long piece about a new law that was passed on 31 October by the Italian parliament that entirely acknowledges that young people have to have a far greater understanding of the modes of information, the nature of information and the ramifications of information than is presently the case. Some 8,000 schools in Italy are now receiving instructions on how to get across to children the seriousness and importance of, first, the manner in which they give and use their data and, secondly, the means by which they are informed.

Finally, in a very recent book Move Fast and Break Things by Jonathan Taplin, a man I happen to know, he says:

“Part of our role as citizens is to look more closely at the media surrounding us, think critically about its effects, and whose agenda is being promoted”.


I put it to your Lordships that every single front page of every newspaper over the past four months has made this extraordinarily evident. In the words of the noble Baroness, Lady Lane-Fox, we are “sleepwalking” into a situation over which we have little control and of which the companies that do have control are not taking sufficient notice. As proved by the Communications Act 2003, you can crunch out the best possible wording and it is still possible for that wording to have absolutely no lasting effect on society as a whole.

[Lord Stevenson of Balmacara]

My Lords—

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[Lord Ashton of Hyde]

My Lords, I am grateful to the noble Lord, Lord Storey, whose long experience in education I acknowledge, and to all noble Lords who have contributed. I could not agree more about the importance of children and young people fully understanding how their data is collected, stored and used. That is why the Government have already taken steps to ensure that key aspects of data protection are taught in maintained schools. In 2014 we established a new and more rigorous national computing curriculum covering ages five to 16. It is compulsory in maintained schools in England and sets an ambitious benchmark that autonomous academies and free schools can use and improve on.

The new computing curriculum was developed by industry experts and includes safety, which helps to give children the tools that they need to make sensible choices online. I say to the noble Lord, Lord Puttnam, and my noble friend Lord Lucas that they were a bit pessimistic about what we are doing; we are certainly not doing nothing, as my noble friend implied. Children are taught how to use technology safely, respectfully and responsibly; how to recognise unacceptable behaviour; and how to report concerns about content and contact. Importantly, the curriculum also includes keeping personal information private and protecting their online identity and privacy, both of which are important parts of data protection. All schools can choose to teach children about data collection, storage and usage as part of these topics.

I also say to the noble Lord, Lord Puttnam, that the digital economy is actually not doing too badly; it is growing at twice the rate of the rest of the economy. The Government are spending to improve skills at all levels, including at PhD level, to prevent social exclusion. So we get the issues that he is talking about, and in my answer to the debate of the noble Baroness, Lady Lane-Fox, I outlined some of the things that we are doing.

[Lord Puttnam]

I accept entirely that the economic drivers for the digital economy are being handled quite well. I am suggesting that the societal end of that debate is not keeping pace with the commercial and that, if we allow too great a disconnect to occur between societal impacts and commercial success, we will reap a very unfortunate harvest. The Minister was good enough to see me last week, together with an official from the Department for Education. I am not pretending for a moment that nothing is being done, but I am suggesting that there is nothing like enough urgency in trying to correct the societal aspects of this issue.

[Lord Ashton of Hyde]

I take that point. I also understand the difference that the noble Baroness, Lady Lane-Fox, highlighted between digital skills and digital understanding, and we need to address that. One of the issues that the data ethics body is going to look at is how society deals with these technical problems, albeit that they are changing incredibly fast.

I have talked about younger pupils. Older pupils are also taught citizenship as part of the national curriculum. That equips pupils to take their place in society as active and responsible citizens, including providing them with the knowledge and skills that they need to think critically and to research and interrogate evidence. These vital skills help our children understand how their data can be used and why data protection is important.

Amendment 20 would require the Secretary of State for Education to make changes to the current maintained schools national curriculum, and would create new requirements for independent schools and academies. In our view, now is not the time to make further changes to these subjects. We need to allow schools to fully embed the new curriculum in order to provide a period of stability for schools so that they can focus on ensuring that pupils are taught this new curriculum well, including the new aspects on data protection.

Having said that, we are not complacent. We realise that companies’ use of data in the online world is increasingly complex and that we need to support children to understand that. The changes introduced in the Children and Social Work Act 2017 represent a step change in education on online safety. For the first time it will be compulsory for all primary-aged children at school in England to be taught relationships education, and all secondary-school children will be taught relationships and sex education. In addition, we will carefully consider whether also to make personal, social, health and economic education compulsory in all schools.

The noble Lord, Lord Knight, took my lines to a certain extent. I was going to confirm that the Department for Education confirmed today that it has begun its engagement with stakeholders. This is a point that has come up before: that will help it reach evidence-based decisions on the content. I can tell the noble Lord that the head teacher who is running it will advise the Department for Education on what will be included in relationships and sex education and PSHE, whether it should be compulsory and, if so, what content may be included. It will be live to online issues and include what children need to know to be safe online, beyond what is already in the computing curriculum.

The Government will ensure that these new compulsory subjects in England address the challenges experienced by young people online and are seeking views to work out exactly what this should cover and how best to do so. The Department for Education will support schools to ensure that content is pitched at the right level for each school year and builds knowledge as children grow up. Engagement and consultation will help us to get the detail right.

My department, DCMS, and the Department for Education are working together on the online safety aspects of these subjects. We will work with partners, including social media and technology companies, subject experts, law enforcement—