Education Bill

Lord Willis of Knaresborough Excerpts

Monday 24th October 2011 Lords Chamber

Moved by

[Lord Willis of Knaresborough]

61D: After Clause 29, insert the following new Clause—
“Technology in schools
(1) The Secretary of State shall publish a plan detailing the delivery of the use of technology to aid teaching across all subjects in the curriculum, for pupils of all ages, in all maintained schools and Academies.
(2) The plan must be published and laid before Parliament by July 2012.”

[Lord Willis of Knaresborough]

My Lords, I thought we were voting. I wish to speak to Amendment 61D standing in my name and the names of the noble Lords, Lord Puttnam and Lord Knight.

It is rather odd that we have just had a debate about an issue that has divided opinion since the establishment of early state education with the Forster’s Act of 1870 and we still have an enormous amount of confusion as to whether the debate on this amendment is beginning.

[Baroness Garden of Frognal]

For the sake of clarification, the last vote was nullified because no one called “Content” at the three-minute point, and the Not Contents have it. We are now moving on to Amendment 61D, which my noble friend Lord Willis is moving.

[Lord Willis of Knaresborough]

My Lords, the history of moving amendments on technology is fraught with danger. It seems rather odd in your Lordships’ House that we can have an hour-long debate about whether we should have collective worship and yet in the most technologically advanced nation on earth we cannot decide whether we have had a vote. Nevertheless, we will move on.

[Baroness Garden of Frognal]

I apologise again to my noble friend, but there is so much noise in the Chamber that it is quite difficult to hear what he is saying. I invite noble Lords either to come in and listen to the debate or perhaps to leave quietly so that we can continue with Amendment 61D.

[Lord Willis of Knaresborough]

I am very grateful to my noble friend. The fact that the House is so packed to hear this amendment on technology brightens my soul.

When the noble Lords, Lord Puttnam and Lord Knight, and I raised this amendment in Committee, we were hopeful that the Minister would reflect on the issues raised and the importance of technology in our schools, and bring back government amendments on Report that indicated that this Government listened to one of the most important technologies driving our education system, our society and our economy. However, there is not a word in this piece of legislation about how we empower our young people to enter a technological society where they can take full advantage of all that pertains.

In responding to the debate in Committee, my noble friend the Minister said:

“We are talking to a number of interested parties—school leaders, professional bodies, educational charities, industry, academics and other experts—about how the department should take forward its thinking about technology”.—[Official Report, 13/7/11; col. GC 306.]

Sadly we have not had a single word about where those discussions have led. We have not had a single idea from the Government as to whether technology has a place in a modern UK education system in the 21st century. It is enormously disappointing that we still have from the Government a view that technology, particularly information communications technology, is a distraction from the central aim of raising standards. It is absolutely essential to the raising of standards to have proper technology and technology policies in our schools.

We are not promoting the case for ICT as an alternative to conventional subject matter or pedagogy but as an integral part of delivering a world-class, 21st century curriculum. Eric Schmidt, the executive chairman of Google, recently reminded us that,

“Lewis Carroll didn't just write one of the classic fairytales of all time. He was also a mathematics tutor at Oxford. James Clerk Maxwell was described by Einstein as among the best physicists since Newton—but was also a published poet”.

Steve Jobs, the founder of Apple, who sadly died very recently, said:

“The Macintosh turned out so well because the people working on it were musicians, artists, poets and historians who also happened to be excellent computer scientists”.

This amendment is about digital inclusion. It is about encouraging schools to meet their responsibilities to generations of young people who access ICT as both a tool and a discipline, and not to disadvantage themselves—or indeed the nation—as they move forward. However, it is so much more than just a pious and well-meaning amendment. All the evidence from studies from the Royal Society, the EPSRC, the Times Educational Supplement, the Government’s own department, major corporations, and charities such as futurelab and the e-Learning Foundation, of which the noble Lord, Lord Puttnam, and I are privileged to be the respective chairs, emphasise the link between the use of ICT, educational motivation and achievement and future economic success and well-being. Not a single reputable study points to our young people or our society being disadvantaged as a result of access to high-quality ICT. You have to go to parts of the United States to get that view.

However, some 4 million people in Britain today are not online and are usually the most disadvantaged. Forty-nine per cent of those without access come from the lowest socioeconomic groups, and 70 per cent are in social housing. Thirty-eight per cent of those who are currently unemployed are not online, despite the fact that 70 per cent of all jobs are advertised online. That is a very cruel deception. Ministers must understand that the majority of those households will have children, who, without our support, will be part of tomorrow’s statistics.

One million children in our schools today cannot get online at home. Yet so much of the work they are being set in schools, and so many of the projects which they are being asked to complete, rely upon them being able to get online and do their work in that way. By encouraging schools to be proactive—particularly in recognising that an IT policy must extend into the home, where often the greatest disparity exists—the Government can make children and their schools part of a solution to support a wide range of government objectives.

This amendment is not a plea for special funding. I have not mentioned funding once, and nor have my noble friends. Encouraging schools to use their pupil premium would go a long way to meet both school and home access requirements. However, it requires the statutory authority of this amendment to say to schools, “Technology should be at the heart of what you do, and you need to report every year on that to the Secretary of State, as well as to your pupils’ parents and to your governors”.

Finally, this amendment would also address one of the real challenges facing our schools and colleges: that of addressing the shortfall in the number of students studying computing across the UK. According to the current Royal Society study, from 2006 to 2009 we saw a fall of 33 per cent in the number of students studying ICT at GCSE level. There has been a similar fall since 2003 of one-third of students studying ICT at A2-level. We have also seen a 57 per cent reduction in A2 level students studying computer science. Such dramatic falls in numbers of students going into our universities to study computer science are having a seriously detrimental effect on our ability to produce the sort of graduates we need for our modern economy. That alone is a reason for us to put ICT and technology at the heart of delivering the 21st century curriculum.

I hope that, as this will not cost the Minister anything but will win him friends throughout the nation, this is one amendment about which the Minister can simply say to the House, “I accept the wisdom of your words”. I beg to move.

[Lord Puttnam]

My Lords, I thank the noble Lord, Lord Willis, for keeping this ball on the park. Like many other Members of your Lordships’ House, I have a number of interests in the education sector, all of which appear in the register of interests.

The omission of a clause such as this in the completed Bill in my judgment—and I put this to the Minister—would be literally mind-blowing: not a small omission, not something that has just slipped by, but a truly mind-blowing omission. That is why I support what I think is a very modest, simple and very easily deliverable objective, as laid out marvellously by the noble Lord, Lord Willis.

My contribution will concern the very serious issue of employability, possibly pre-empting one or two debates that will come up later on Report about jobs. During the summer break, I read a book by Jim Clifton, the chair of Gallup, entitled The Coming Jobs War. It is drawn from the largest survey Gallup had ever undertaken in its history. The view expressed in the book, and the conclusion that Mr Clifton comes to, is that the relationship between ICT skills and jobs in the developed world is absolutely everything. There will be winners and losers, and unless this Government —this was to an extent true of the Government previously—get a real grip on this issue, we can only be among the losers in the next 10 to 20 years.

I would like to offer a few statistics that may alarm the Government. If they have different statistics, I would be very happy to hear from the Minister. Only 9 per cent of ICT classes in this country are taught by teachers with any relevant qualifications. That means that 91 per cent of young people in this country are being taught so-called ICT by teachers with no qualifications whatever in the subject. I am not sure what other subjects fall into this category. I cannot believe that there are very many, and I cannot believe that a civilised nation would let this go on for very long when it knows that its entire employability framework for the next 10 to 20 years is reliant upon success in this area.

--- Later in debate ---

[Baroness Garden of Frognal]

It would be almost impossible to deliver the curriculum successfully in a 21st-century school without the effective use of technology. I would have to come back to him on chapter and verse, but I cannot think that it would be possible for a school to deliver the curriculum successfully without a good use of technology.

The ideas in today’s debate and previous debates will be passed back to my right honourable friend the Secretary of State. As I said, later this year he is planning to say more about technology in schools and the role and work of government in this area. We have had a typically constructive and diverse debate today that has taken in acorns, tadpoles and apples. These issues are under active consideration and I hope, in the light of this, that the noble Lord will feel able to withdraw his amendment.

[Lord Willis of Knaresborough]

My Lords, I am enormously grateful for the contributions of noble Lords on all sides of the House in what has been a fascinating 45-minute debate on a subject which your Lordships clearly feel incredibly strongly about. In his question to the Minister, the noble Lord, Lord Puttnam, put his finger on the pulse of this issue: can a school be successful if it does not have ICT and technology at the heart of delivering a 21st century curriculum? The Minister was generous enough to admit that she did not believe that it was possible. In spite of all the research that she might do, she will not be able to point to a single school in the whole of the United Kingdom that is successful without using technology to deliver its curriculum.

I was interested in the short speech of the noble and learned Baroness, Lady Butler-Sloss. It was telling. She said that her grandson was making good progress with his computer and iPad. Sadly, a million children do not have access to either an iPad or a computer, and they are the ones who are the most disadvantaged. The great sadness about the Minister’s response to this debate is that these children will remain disadvantaged unless a benevolent head teacher in a benevolent school decides that ICT is going to be a priority for that school. Unless it is part of the league table culture it will not be part of it at all.

I am not worried about whether or not it is part of the English baccalaureate. I am much more interested in ICT being the electricity—the energy—that delivers, motivates and turns youngsters on to a high-performing education system.

I leave the House with three comments. The noble Lord, Lord Puttnam, quite rightly talked about employability and I mentioned that most jobs are advertised on line, yet those that need them most cannot access them online. The educational case was made strongly by, among others, the noble Lord, Lord Knight, and by my noble friend Lord Lucas, whose passion for technology and ICT knows no bounds. I loved his description of the noble Lord, Lord Knight, sitting on a toadstool somewhere, with frogs all around him spawning. It was a wonderful analogy.

However, my noble friend was fundamentally wrong when he talked about there being only two ideologies: Stalinist or laissez-faire. There is another way and this amendment was neither Stalinist nor laissez-faire. It says to the Secretary of State, “Please take your duties seriously about creating the sorts of framework that allow schools to operate and on which we will judge you”.

This has been an interesting debate. I believe that we will not get much further on this occasion. We have been told that the Secretary of State will make an announcement from on high later. Perhaps he will become the Steve Jobs of government. Or perhaps he will become part of the Amish sect. We will see. I beg leave to withdraw the amendment.

Amendment 61D withdrawn.