Education (Environment and Sustainable Citizenship) Bill [HL]

Lord Watson of Invergowrie Excerpts

Committee stage
Friday 3rd December 2021 Lords Chamber

I welcome the Bill. It is greatly improved by the amendment moved by the noble Lord, Lord Blencathra, but we need to set it in the context of the wider requirement significantly to enhance citizenship education in our schools. On that front, I am afraid that, because of inactivity on the part of the Government, we are moving backwards rather than forwards.

[Lord Watson of Invergowrie (Lab)]

My Lords, I fully support the amendment in the name of the noble Lord, Lord Blencathra, as it would strengthen my noble friend Lord Knight’s Bill. Since this excellent and necessary Bill had its Second Reading in July, we have had the COP 26 summit in Glasgow, a city that I was privileged to represent in two legislatures. If the campaign to combat climate change and build a sustainable environment has moved forward as a result of COP 26, it has done so only to a very limited extent. The agreement was ultimately disappointing, with loopholes that can be exploited and the appalling 11th-hour attempt by China and India to sabotage the entire event.

Every time I speak in one of these debates, when my noble friend Lord Adonis also speaks, I am reminded that, no matter however much I think I know about education legislation, or certainly recent legislation, I still have much to learn. In his speech, my noble friend recalled, perhaps with some nostalgia, the time that he spent in government together with my noble friend Lord Knight, when our noble friend Lord Blunkett was the Education Minister. Noble Lords may recall that, at Second Reading, my noble friend Lord Blunkett talked about the time when he introduced the order to include the teaching of citizenship. He made the point that,

“while it has been extremely successful in some schools, it has hardly been taught in others”.—[Official Report, 16/7/2021; col. 2129.]

That is the nub of the problem that the amendment proposed by the noble Lord, Lord Blencathra, deals with, because it would prevent it being taught in the curriculum as an option that schools can opt in to or out of.

The fact that COP 26 has taken place since we last considered this Bill has heightened the arguments for including sustainable education within the national curriculum. The role of young people, if it was in doubt, was thrown sharply into focus at some events around COP 26, which were inspirational to many. I certainly found it inspirational to watch the Fridays for the Future protest in Glasgow on 5 November, which gathered thousands of young people, many of them schoolchildren. Many Scottish local authorities had made it clear that, providing that parents informed schools of their children’s absence, no action would be taken against them for being on the protest. I have to say, it is hard to imagine such an enlightened approach being taken by DfE Ministers, but that in a microcosm highlights the widely different attitude to ensuring that children are fully absorbed in the detail of the need for action to combat climate change between the different parts of Britain. That was highlighted at Second Reading in reference to the situation in Wales and Scotland.

In July, officials from the DfE gave evidence to the Environment and Climate Change Committee of your Lordships’ House, suggesting that the Government would be establishing England as a trailblazer on climate education. This Government seem to enjoy blazing trails, especially in the DfE. At the moment we have, inter alia, trailblazers on T-levels and trailblazers on the new local skills improvement plans. Can the Minister say what her department has done since July to take forward that trailblazing pledge? They have dropped the ball in terms of this Bill, which would have been a perfect means of helping to meet their pledge.

We know, as I have said, that the lead in enshrining sustainability in the curriculum has been taken by the Scottish and Welsh Governments. It is of course instructive that neither of those legislatures is under Conservative control because, if that were the case, children in those countries would be denied the right to learn meaningfully about sustainable citizenship in the way that their English counterparts currently do. However, my noble friend’s Bill offers a way forward that will essentially mean that there is a common approach across Britain, and it is much to be regretted that, as I suspect, the Minister in her reply will repeat the line taken by her predecessor in July—although, of course, I shall be happy to be proved wrong in that assertion.

At Second Reading, most noble Lords acknowledged that England must do better on climate and sustainability education. COP 26 has reinforced the fact that young people, including school students, are fully committed to bringing about a more sustainable future for their own and their children’s generations. So will the Minister offer them hope that teaching in our schools will more meaningfully support that aim and will be guaranteed in doing so by regulations through this amendment?

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, I thank my noble friend Lord Blencathra for highlighting the importance of parliamentary scrutiny. The Government agree that guidance should not be used as a means to circumvent scrutiny and should be used only where it is proportionate to do so. As my noble friend understands—probably better than anyone else in this Committee—the purpose of guidance is to aid policy implementation by supplementing legal rules. If a policy is to create rules that must be followed, the Government accept that this should be achieved using regulations subject to parliamentary scrutiny, not guidance.

Education (Environment and Sustainable Citizenship) Bill [HL]

Lord Watson of Invergowrie Excerpts

3rd reading
Friday 4th March 2022 Lords Chamber

[Lord Blunkett (Lab)]

My Lords, can I just say a word before my own Front Bench responds? I congratulate my noble friend on this legislative endeavour and, crucially, the debate it has initiated both in this House and across the education sector. Citizenship education would be enhanced if we were able to add to the existing curriculum, as my noble friend Lord Knight indicated, this critical issue for the future.

Given the geopolitics of the moment—the crisis facing Ukraine, the energy issues that reverberate from that conflict and the Russian action against a sovereign country—it is absolutely crucial that we have in our schools and colleges the necessary education, enthusiasm and commitment to ensure that we get this right for the future.

[Lord Watson of Invergowrie (Lab)]

My Lords, we are all indebted to my noble friend Lord Knight for bringing this Bill forward and, in doing so, drawing on his long-established commitment to and campaigning on sustainability and environmental education.

At earlier stages of the Bill, both the Minister and her predecessor said the Bill was unnecessary as schools could be trusted to teach pupils about the issues that combine to create the climate emergency as part of citizenship education. But young people themselves tell us that that is not enough. The Government should—and, I believe, could—support it as one way of reinforcing the messages they sent out at COP 26. I know that is not going to happen, but we on these Benches support my noble friend’s Bill and wish it well in another place.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, I thank the noble Lord, Lord Knight of Weymouth, for highlighting this very important issue. While the Government agree with the sentiment of the Bill, as the noble Lord, Lord Watson, just suggested, they do not believe that amending the curriculum is the right way to encourage pupils to learn about a sustainable environment. The subjects of citizenship, science and geography all include content on sustainability and the environment, and schools have the autonomy to go into as much depth on these subjects as they see fit.

We are taking action to support schools to develop further pupil knowledge and skills in relation to these very important issues. Our draft sustainability and climate change strategy, which we announced at COP 26, set out two new initiatives: the national education nature park and the climate leaders award. Together, these schemes will build on knowledge gained in the classroom to provide practical opportunities for all pupils to learn more about nature and biodiversity, develop key digital skills that are essential components to solving climate change and be empowered to take positive action. Alongside this, teachers will have access to improved training in climate education, including a primary science module curriculum, science CPD and free access to high-quality resources. We have engaged widely and plan to publish the final strategy in April.