Education (Environment and Sustainable Citizenship) Bill [HL]

Lord Whitty Excerpts

2nd reading
Friday 16th July 2021 Lords Chamber

[Lord Whitty (Lab) [V]]

My Lords, I thank my noble friend Lord Knight for this much-needed Bill. Most of us have met children—often quite young children, through to teenagers—who are evangelical about caring for our environment, climate change and restoring nature. To us adults, it is heartening and shaming that they are so knowledgeable, so committed and, in many cases, so scared, but their knowledge, concern and enthusiasm is random. It is not the result of any coherent strategy from the education authorities. It reflects the commitment of particular teachers, school cultures and parents. It is no thanks to the curriculum gurus or the Department for Education that kids are so aware. As my noble friend Lady Blackstone and the noble Baroness, Lady Richie, have just said, bits and bobs of climate change will be attached to nature study at primary level and to science and geography at secondary level, but it is not at all coherent.

The failure of leadership from the top in the education establishment was brought home to me this week. I am a member of your Lordships’ Select Committee on the Environment and Climate Change. We asked all Whitehall departments for their preparations for COP 26 and beyond. DfE’s submission was instructive—and utterly depressing. It started with a bang, declaring that the aim was to profile England as a trailblazer for climate education, but then it immediately said, just four months off Glasgow, that it is currently exploring what a climate change policy and programme could look like.

There then follow two pages about reducing carbon emissions on the education estate, which is quite necessary, and a page on skills for the green economy, which are also much needed. But it then goes on to say: “we will explore”—not even “we are exploring”—

“how we can best prepare this generation for the world in which they will live.”

It goes on to say that the department is

“planning to recruit an environmental analyst/scientist”.

Children who are currently in primary school will be only in their 30s by 2050, by which time we are supposed to have reached net zero and halted the global temperature rise to below 2 degrees, or else, if we have not all changed our behaviour, we will be facing existential catastrophe.

A sense of urgency and of strategy is required in the curriculum as part of tackling the problem. Scientists understood global warming in the 1950s. World leaders formally acknowledged it in Rio, in 1990. The Kyoto agreement was in 1997 and Paris was five years ago, and yet in July 2021, the Department for Education is still just

“planning to recruit an environmental analyst/scientist”.

That is not good enough. We need a massive shift to deliver a curriculum on climate and the natural world. We are not getting it from the DfE, nor from our universities and education gurus, but it should be central to behaviour and sustainable citizenship. Our grandchildren need this Bill.