Lesser-taught languages

Debate between Nick Gibb and Richard Bacon

Tuesday 24th March 2015 Commons Chamber

[The Minister of State, Department for Education (Mr Nick Gibb)]

I congratulate my hon. Friend the Member for Enfield North (Nick de Bois) on securing this debate, and pay tribute to him for his support of the study of foreign languages and for the way in which he consistently and energetically fights for the interests of his constituents in Enfield North.

Learning a foreign language is both a great pleasure and an excellent preparation for life in a modern country such as Britain, which has an outward looking and globalised economy. I also pay tribute to the all-party group on modern languages for the work it does in highlighting the importance of studying a modern foreign language in our modern economy. I also welcome the literally unique contributions from my right hon. Friend the Member for Uxbridge and South Ruislip (Sir John Randall)—the only Member with a degree in Serbo-Croat—and my hon. Friend the Member for Shrewsbury and Atcham (Daniel Kawczynski), the only Member who was born in Poland. My hon. Friend the Member for South Norfolk (Mr Bacon) also made a powerful short speech.

My hon. Friend the Member for Enfield North is right to highlight the importance of languages for future economic growth. A report by the CBI published in 2014 found that 65% of businesses say they value foreign language skills, most importantly for building relations with overseas customers and overseas suppliers.

The Government’s programme of education reform has been the most far-reaching for a generation. We have restored rigour by introducing a new knowledge-based curriculum, which draws from the curriculums of the highest-performing jurisdictions around the world. We have raised the bar by reforming GCSEs and A-levels so that young people study genuinely demanding content, which provides a solid basis for further study and employment. Raising the status of foreign languages—both to increase take-up and improve attainment—has been central to this programme of reform.

In 2010, the study of foreign languages in English schools was in a precarious state. The removal of languages from the key stage 4 national curriculum in 2004 by the previous Labour Government led to a 36 percentage point decline in the number of pupils studying a modern foreign language at GCSE. In 2000, 79% of pupils studied a foreign language at GCSE. By 2010, that had fallen to 43%.

This Government have taken decisive action to address that decline. We agreed with the APPG on modern languages when, in its manifesto for languages, it talked about the need for a national recovery programme. We listened to the evidence on the importance of starting to learn a language early. Following the introduction of the new national curriculum in September last year, it is now compulsory for maintained primary schools to teach a language to all pupils between the ages of seven and 11. The new curriculum is also more demanding, with higher expectations for pupils’ speaking, writing, translation and grammar.

We recognised that the new curriculum would present challenges for some schools. We are therefore providing £1.8 million to fund nine projects across the country to support teaching of modern foreign languages. Many schools have responded well, and are going even further than the national curriculum requires. The language trends survey for 2014-15, published last week, found that 49% of primary schools are already teaching a language to five to seven-year-olds, even though it is not required by statute.

The new English baccalaureate performance measure has also been a hugely successful reform. The EBacc represents the strong academic core of subjects that all pupils should study, including a foreign language. As a result, the number of pupils in England taking at least one modern foreign language at GCSE has increased by 20% since 2010, and 29% since 2012.

We are also reforming GCSEs and A-levels so that they are more demanding and provide students with necessary knowledge for further study and employment. In 2014, we published reformed subject content requirements for GCSE, AS and A-level qualifications in modern foreign languages. The new GCSE will be more demanding, and most exam questions in modern languages will be asked in the target foreign language.

At A-level, the content has been strengthened, with new requirements for students to read foreign language literary works and develop a wide command of complex spoken and written language. In the past, some of the lesser-taught language GCSEs included no assessment of speaking or listening. Ofqual has decided that those elements, both of which are crucial to linguistic fluency, must be assessed in the reformed qualifications.

The new content for modern foreign languages specifies the knowledge expected of pupils taking the qualification in terms that apply to all languages. It is then for awarding organisations—the exam boards—to determine which languages to offer at GCSE, AS and A-level. We have made it clear to the exam boards that we want a broad range of subjects available to study. French, German and Spanish will always be important, and they do attract significant numbers of candidates: there are 150,000 entries for French GCSE, 57,000 for German and 71,000 for Spanish. Those subjects were therefore the first to be reformed and the new GCSEs will be in place for first teaching in September 2016, but I agree with my hon. Friend the Member for Enfield North that young people should have the opportunity to study other, less familiar languages if we are to compete in the global economy.

British firms will increasingly demand staff who are fluent in languages such as Mandarin, Arabic, Polish and Turkish as they seek new markets and opportunities. We have therefore allowed the awarding organisations further time to develop new qualifications in additional languages for first teaching in 2017. They are free to develop qualifications in any language, provided that their specifications meet the subject content requirements set by the Department for Education and assessment arrangements set by Ofqual. Clearly, there is work involved in developing new GCSEs and A-levels that meet the new demands, and financial costs associated with the reform, but that should not prevent awarding organisations from offering reformed qualifications in a range of languages if they choose.

As my hon. Friend highlights, some exam boards have announced their intention to discontinue their qualifications in some languages. Those decisions appear to have been driven more by short-term commercial interests than by a robust analysis of the language skills our economy will clearly require in the future. He has raised specific concerns about AQA’s plan to discontinue Polish A-level and OCR’s plan to discontinue Turkish at both GCSE and A-level. I understand that 18,000 residents in the London Borough of Enfield speak Turkish as their first language, and my hon. Friend is right to recognise the extraordinary contribution the community makes to the local area and to London's economy. I agree with him that it is important that Turkish continues to be taught so that more young people can enjoy Turkish literature and culture, and so that British firms are well placed to make the most of Turkey's rapid economic growth. He and other hon. Friends mentioned Turkey’s growth, which I can tell them was about 26% between 2010 and 2013.

[Mr Bacon]

I am listening with great interest, but I hope my hon. Friend recognises the difference between, on the one hand, the unsurprising commercial considerations of commercial contractors making decisions in the short term, and on the other hand, the interests of this country, which are longer term. I am slightly uncomfortable with the language he is using about the choice being for the examining boards to make—that it is for them to decide what they offer. Surely it is for us as a country and as the House of Commons, and for Her Majesty’s Government, to decide what we want to do, and then to make sure that arrangements are in place—whether they are commercial or otherwise—to achieve the goals that we want to achieve?

[Mr Gibb]

There are genuine commercial factors that the awarding bodies have to take into account. We could compensate or pay awarding bodies to produce qualifications. I will deal with that point shortly.

Corporate Tax Avoidance

Debate between Nick Gibb and Richard Bacon

Monday 7th January 2013 Commons Chamber

[Mr Nick Gibb (Bognor Regis and Littlehampton) (Con)]

I pay tribute to the work of the Public Accounts Committee, particularly its questioning of executives from Starbucks, Google and Amazon on 12 November. I will focus on just one of those companies: Amazon.

I preface my remarks by paying tribute to the brilliant service that Amazon provides. It has made buying books far simpler and cheaper for millions of consumers, myself included. The speed of delivery and its innovative logistics make it a company about which there is a huge amount to admire. The question, though, is: which company? The way in which Amazon is structured means that, when I buy a book from Amazon, I am in fact buying it from Amazon EU SARL, a Luxemburg company. The profit on the sale of a book belongs to this Luxemburg company, notwithstanding the fact that Amazon owns no warehouses in Luxemburg and that the book, if it is in English, will have been sent from one of Amazon’s eight warehouses in the UK. Amazon.co.uk Ltd, a UK company, is just the service company for the Luxembourg company, fulfilling a customer’s order on behalf of Amazon EU SARL. Therefore, although Amazon’s sales in the UK are in the billions of pounds, the sales income of the UK company is just £207 million.

The technical thing that the tax planners at Amazon are keen to avoid is creating what the tax authorities call a permanent establishment of the Luxembourg company in the UK. If the UK tax authorities perceive there to be such a permanent establishment, all the income of the Luxembourg company that relates to that permanent establishment would be taxable in the UK. When I drive up the M1 and see the huge Amazon buildings that package and dispatch millions of books a year, I cannot help thinking that they look pretty permanent, but technically they are not. There will have been great effort and attention to the detail of the documentation to ensure that the warehouses are the operation of the UK service company and that all Amazon’s property and activity in the UK relate to that service and not to the activities of the Luxembourg company.

[Mr Bacon]

When my hon. Friend sees those buildings, do they move slightly each time? Are they on wheels?

[Mr Gibb]

My hon. Friend makes a good point. Everyone knows that this structure is a legal fiction. All the real economic activity for the transaction of my book purchase takes place in the UK. Andrew Cecil, the director of public policy at Amazon, in his evidence to the Public Accounts Committee, said that Amazon.co.uk is the trading name of the Luxembourg company. Therefore, although it sounds as though I am buying my book from the UK company, in fact I am not. However, according to the e-mail that I received in December confirming a book order that I made, if I want further details on my statutory rights, I should contact Amazon.co.uk customer services at 2 to 4 Waverly Gate, Edinburgh. The trading name for the Luxembourg company therefore has premises in Edinburgh. Does that not sound like a permanent establishment of the Luxembourg company?