International Development: Education

Pauline Latham Excerpts

Thursday 29th March 2018 Westminster Hall

[Mrs Pauline Latham (Mid Derbyshire) (Con)]

It is a delight to serve under your chairmanship, Sir Graham, for the first time since you became Sir Graham rather than Mr Brady. Congratulations.

I am delighted that one of the focuses of the Department for International Development and in turn our Select Committee is global education—it has carried on over two Parliaments because we feel it is so important. There is one problem with the debate today. Members can speak for almost as long as they like, which means the Chairman of the Committee has said most of what I and everybody else wanted to say, because the Committee agrees pretty much on everything. It is not a party political Committee. We are at one. We sometimes disagree about how to get there, but we agree on what needs to be done.

The previous contribution on road safety was certainly interesting. It is crucial for girls—children—to be able to get to school safely. Not only might they be killed on the road, but that is a vulnerable place for girls going to school because they are often taken aside and raped and abused. That is one reason why many girls do not go to school, so we need to look at how we can continue to help them get to school and overcome such terrible barriers.

Today’s debate is the last before the Easter recess and there are not many Members here. It is not because they do not feel it is important—they do—but not many stay behind for the final Westminster Hall debate before the Easter recess, which is disappointing because the subject is so important.

I passionately believe that education is a fundamental human right, and that it underpins the improvement of lives and eradication of poverty, particularly for girls. We heard earlier that educating a girl improves the whole nation, which has been proved right in many studies. I also concur with the mantra of both DFID and those who drew up the sustainable development goals about leaving no one behind. It has been difficult to achieve that in developing countries, but I believe the whole world has now got it, and we need to make sure that every DFID policy aims to ensure that no one—it does not matter whether it is girls, women, disabled people or able-bodied people—should be left behind. This country could do better in some cases.

As the Committee’s report set out, there is still much work to do on global education, particularly in relation to the aspirations set out in the fourth sustainable development goal of the UN, on educational opportunities. It is of great concern that still, in 2018, 263 million children and young people around the world remain out of school. What is probably even more worrying is the fact that a further 330 million go to school but do not even learn the basics. We need better teacher training, and committed teachers, in many schools in developing countries, particularly in rural areas—it is much more difficult to get women teachers to go to those areas because they feel vulnerable. Perhaps we should look at how to help with teacher training to improve their skills. That would enable teachers to be paid better, because they would be doing a better, more comprehensive job. In some countries, teachers become teachers as soon as they leave school, with little training. That would not be something they chose, but something they had to do because no other jobs were available. That is not the best way to train teachers and improve education.

The report sets out goals and priorities for the coming year. It is clear from that DFID should be congratulated on some areas of its work. The UK is a world leader in international development. Its emphasis on education in developing countries is a key to its success. We know it is a leader around the world because, no matter where the Committee goes, we hear it from NGOs, schools, teachers and hospitals. Wherever it may be, people appreciate the effort and money that DFID puts in, and the degree to which this country cares about improving the lives of people in other countries.

There are, however, still areas in which we can push further, and there is much more work to do on global education. I want to highlight two areas of significance in the report: the education of women and girls, and education in conflict areas, which the Committee Chairman mentioned—I hope I do not repeat too much of what he said.

DFID’s focus on the education of women and girls in developing countries, which is reflected in the report, is a particular interest of mine. I am pleased that DFID continues to lead the way, and to highlight its importance on the national and international stage. Women and girls in developing countries should be to exposed high-quality education for a continued period, and not just primary education. Many countries now claim that they have universal primary education, but one does wonder, as I said, about the quality. We need to remove the barriers against girls continuing into secondary education, university and work training. One challenge is reducing the incidence of drop-out at the transition points in girls’ education. It is heartening that the Government have made it a clear ambition to work with and assist hard-to-reach girls.

A problem for girls in many countries, and particularly in rural areas, is that they do not have sanitary protection, so one week in four they cannot go to school. That is a huge barrier and we should look at how to encourage developing countries to provide girls with sanitary protection so that they can have continued access to education. Some countries provide it. Strangely enough—it sounds dreadful—if girls have sanitary protection, they are less likely to be raped. We can help by encouraging countries to provide girls with sanitary protection.

I am pleased to learn from the response to the Committee’s report that DFID has agreed to continue funding the Girls’ Education Challenge into its second phase. We thought it was an impressive project that showcased the spirit of the Department’s work on women’s and girls’ education in developing countries. The scheme works to ensure that the most marginalised girls have access to quality education. To date, the scheme has been successful and has had a positive impact on the lives of many. Remarkably, it has reached more than 2 million girls in total, including 34,539 girls with disabilities.

The Committee Chairman talked about the Leonard Cheshire school that we visited in Kenya, which was inspirational. It could teach lessons to some schools in this country that deal with disability. The reason it was so impressive was the leadership of the headteacher, without which it could never have been as good. She sends her son to a private school and her attitude was: “I don’t mind paying for my child to go to private school, but why should the children in this school not have exactly the same quality of education that my son receives?” That is commendable and I have never seen a headteacher, in the many schools I have been to, with such a positive attitude to the education that they provide, which in this case is for the most disabled people. We met a girl with severe cerebral palsy who was determined that she would be a human rights lawyer and a champion of disabled people. It can be done.

As part of the Girls’ Education Challenge, 69,782 teachers have been trained, and 4,687 classrooms have been constructed and renovated. In many cases in developing countries, the classrooms are there, but they desperately need renovation because they are in a dire condition. In addition, under the scheme, girls have been provided with resources such as textbooks and have been given bursaries to enable them to study. I am sure Members would agree that that is impressive.

A second area of significance in the report was education in fragile and conflict-affected states. Young people caught up in conflict zones should not be deprived of their education. After all, they are the generation who in future will help to move their countries forward when conflict ends. As we know, children get only one opportunity for education. If they lose even one year because of being in those conflict-affected states, they will never catch up. Many will lose more than one year. Many children coming out of conflict areas such as Syria, and even the internally displaced children, are very stressed. It takes a long time to get them ready to absorb education. They need child-friendly spaces and they need to get through their systems their stress at seeing things none of us should see. They need help, and if we do not concentrate on those children who, because of their situation, have no chance of an education, the countries they come from—and to which they can hopefully return—or go to will be the poorer for it. I appreciate that DFID continues to support the Global Partnership for Education and they are well aligned on the view that there should be a focus on fragile and conflict-affected states, but I appeal to the Government to continue asserting influence in this sphere, as well as providing appropriate funding.

To sum up, I am very proud of the report produced by the Select Committee and reassured that, on the vast majority of global education issues, the Committee is aligned with the Department. Education should be at the heart of all we do. I strongly believe that it should be a continuing focus of DFID’s project work in developing countries. Through education comes innovation, which will eventually help to promote social and economic improvement and assist with the achievement of self-sufficiency. I therefore urge my hon. Friend the Minister to continue with what the Department is doing, and to make it better and even more effective than it is. I thank the Minister for the money that the Department has put into global education, because without it, all those children would be much worse off.