Technology (Primary Schools)

Debate between Rehman Chishti and John Pugh

Wednesday 11th January 2012 Westminster Hall

[John Pugh (Southport) (LD)]

I begin by apologising to the Minister of State, Department for Education, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb) and his Parliamentary Private Secretary, the hon. Member for Grantham and Stamford (Nick Boles), because they have had to listen twice in a week to my meanderings on the curriculum. I also apologise the people who have advised me on this debate and might be reading it in Hansard, because I have to confess that on this subject I am relatively untutored. However, I do speak with passion and enthusiasm, which might to some extent compensate for my lack of precise knowledge.

It is sometimes helpful to put things in an autobiographical context. I am the victim, as many people are, of the traditional British approach to design and technology. Like you, Dr McCrea, in primary school I did craft, the rationale for which was always slightly fuzzy, the practice somewhat varied, and the results certainly diverse. In my case, the only achievement of note that I can remember was a papier-mâché giraffe that my mother loyally put on the mantelpiece for a few years until, presumably, it toppled off. Then one went on to grammar school, and although some traditional craft skills were always put in one’s way in the early years, if one was considered to be relatively clever one went off and did Latin and Greek. Pupils continued with practical subjects only if, in some sense, they were not making the grade.

I was brought up in Kent, where there were three categories of school: grammar school for those people who passed the 11-plus; secondary modern schools for those who failed it; and technical schools for those who were somewhere in the middle. The theory was, essentially, that pupils did the hands-on, practical stuff if they were not academic, even if they were highly numerate. It was rather like the Confucian model of education that they had in China in centuries gone by, which had a disdain of things that had a technical aspect to them. Consequently, we ended up with the problem we are all familiar with, and about which I will not go into any depth, which is that we have a dearth of engineers in the country, a decline in manufacturing, and even a loss of some basic craftsmanship at many levels. That is not entirely due to the school system; it has something to do with how the workplace has reacted to apprenticeships and financial pressures. However, the school system certainly plays a part, and it differs markedly from the German one, in which there has been a better element of technical education for some time.

We have woken up to this mistake, but to some extent we still see technology as an escape route from serious academic study for the less able—something that is bolted on to or plugged into the curriculum as we get towards the school-leaving years. There are very adverse consequences of that line of thought. Fundamentally, we fail to recognise that human intelligence is very diverse, and that people have enormous undiscovered potential. Even people who have been academically very successful—those who, in the schools’ terms, are successes—have latent abilities that they have not had the chance to explore. We deprive children, including the academically able, of the challenge that technology presents, and to some extent we allow the academically able to consider it not a failure to be bad at technical matters. There are people, certainly of my acquaintance, who would be appalled at some minor slip of grammar, but who openly own up to not being able to put on a plug or do anything of practical utility at all.

More contentiously—this is the more difficult bit of what I want to say—we alienate some children, particularly some boys, from the education process, or if we do not alienate them we do not adequately engage them. I was reading recently the biography of Steve Jobs, who was a disruptive and singularly uninspired pupil in the early years of his education.

[Rehman Chishti (Gillingham and Rainham) (Con)]

I congratulate the hon. Gentleman on raising this important matter. I want to make a point about aspiration, and about inspiring boys and girls. It comes down to the fact that the curriculum provides the opportunity under aspects of science for the creative teaching of design and technology. For example, Byron primary school in my constituency was the winner of the 2007 design and technology competition for schools. It built go-karts, with the help of BAE Systems, and raced them competitively—so there was competitiveness in there, and working with outside technology departments as well. It all came down to having excellent teachers and to using the curriculum to provide creativity. That is a clear example of how the curriculum can provide opportunities, if they are taken to a greater extent, to inspire people in technology. Byron school has excellent teachers, including the head, Jim Fernie.

[John Pugh]

I thank the hon. Gentleman very much for that intervention, because there is a need to pay tribute to the awful lot of very good practice in this area. I have been inundated with exemplars of schools that have done astounding things under the banner of design and technology.

The point I wanted to make with my reference to Steve Jobs was that technology can be a catalyst in a child’s education, in the early years. In pre-school education, that should be a fairly familiar concept to us, because we recognise that as well as introducing little children to books to encourage their development, there is also a need to introduce them to constructive toys and toys out of which they can make constructs. Technology, almost from the word go, plays an appreciable part in a child’s general cerebral and educational development.

A point that eluded me before I started looking further into the subject—a point that is not particularly well understood—is that technology is a catalyst. It not only gets people into technology, but gets them comfortable with areas of education with which they had previously not been comfortable—mathematics and literacy, for example—because the design elements of the design and technology curriculum have a real drive on presentational as well as constructive skills. Many additional gains, aside from pure technological ability, are driven by good design and technology education. There are many excellent examples of that, including those mentioned by the hon. Member for Gillingham and Rainham (Rehman Chishti).

It is not my supposition that every child will be technically gifted in the same technologies. There is a huge diversity of potential and of things to be good at, which is why we want the curriculum to be as varied and imaginative as possible. I do not think that that is disputed; there is wholesale agreement right across the board that that is a worthy ambition—one that I think the Minister would be perfectly happy to own and espouse.

The difficult thing is the technical question. Although we can all agree that fulfilling every child’s potential and stimulating their talents is a laudable ambition, there is an interesting debate about how to do that, and what the Government and the forthcoming curriculum review can do to encourage it. There is excellence in technical education, but it is fair to say that although there is a constant stream of improvement in both primary and secondary schools, there is also some patchy performance. Errors can be made. If we look at information and communications technology teaching, which the Secretary of State touched on today, we see that quite a few significant errors have been made in how ICT is used in the classroom. I will return to that in a minute or two.

We must also acknowledge that, however good design and technology might be, there are other equally good things, such as numeracy, literacy, imagination, music and all sorts of other things, that the Government wish to encourage and schools wish to incorporate in their curriculum. A further dimension to the problem is that even if we have the most laudable ambitions, we still need a work force who are trained to implement them effectively. Of course, the poor old primary school teacher is meant to be a jack of all trades and to be equally good at an astounding number of things, which is a tough call.

In passing, looking at the wider implications, some of the greatest successes in technical development often take place outside the school curriculum, rather than in the classroom. Reading about the development of the IT industry in California, we find that boys leaving school and going off to things such as the Homebrew Computer Club—Bill Gates and Steve Jobs were among them—made significant developments that ultimately had spin-offs for the whole culture of California. That was not necessarily in the curriculum, and it could not necessarily have been easily incorporated.

The design and technology sector has genuine fears of the educational world. The principal fear is that, in slimming down the curriculum, technology may suffer. In other words, if we reduce the demands of the national curriculum in total, which most people would support, technology may drop out or be put on the back burner. Some people argue that the absence of a standard assessment test or rigorous measurement will not do much to improve the overall quality of the subject. There are complementary and opposed fears that heavy-handed state intervention or diktat will have perverse effects, particularly if, as we all believe, design and technology is a blend of both technical skills and genuine creativity.

There are certain dilemmas involved in ensuring that present good practice is further built on and developed. Ofsted has recorded significant progress in recent years, but I worry that that might be lost in curriculum revisions simply because it is not fully assessed or seen to be assessed.

I turn to two other connected issues. One is the speech by the Secretary of State today on the state of the ICT curriculum. I entirely echo his sentiments. In a Guardian article I wrote after tabling an early-day motion, I said:

“we will end up with second-rate education for pupils, who will have no understanding about how IT is developed or is likely to progress. The future of IT in business in the UK is not going to be just about using PowerPoint presentations.”

Pupils must

“become innovators of software, rather than people who just punch data into keyboards.”

That article was published in 2007, so I like to think that I am five years ahead of my time.

Contaminated Blood and Blood Products

Debate between Rehman Chishti and John Pugh

Thursday 14th October 2010 Commons Chamber

[Rehman Chishti (Gillingham and Rainham) (Con)]

I thank the Backbench Business Committee for tabling this motion, because it is vital that such important, tragic and sensitive issues get debated on the Floor of the House. I welcome the statement by the Minister, because over a number of years those affected by this problem have gone on a rollercoaster journey. That is because in recent years the Archer report has been published, the Government have taken a position and a judicial review has been undertaken, and now we have reached a point where a Government are saying, “Within five months a review will take place and within three months we will come back with a position.” If that review can be carried out earlier than the end of the year, I ask the Minister to ensure that it is, because time is running out for some of the victims of this tragedy.

I wish to discuss the case of the father of one of my constituents, who suffered from a rare form of haemophilia. In 1984, he cut his finger while working, was given factor VIII to clot the blood and, as a result, has suffered from HIV and hepatitis C. It was not until four years later, when different blood samples were taken away and different analysis was done, that he was told that he had hepatitis and HIV. He then had to tell his wife, but at that point he was not given any specific counselling—not only between 1984 and 1989, but to this very day, no specific counselling has been given to him, and that must urgently be reviewed.

On the funding comparison with Ireland, from 1989 until today, this individual has received £78,000 in total compensation over a number of years, with £6,400 per rota. At one stage, after the Archer report, he was given £12,800. For the same period, someone in Ireland would have received a lump sum of £200,000. It is not the case that people simply want compensation; this is about the family. He feels that a lump sum gives security; if something happens he can leave some money for his family. He feels that if we cannot have comparability, he would very much appreciate having some measures that go towards it.

[Dr John Pugh (Southport) (LD)]

The hon. Gentleman mentions compensation and the difference between the situation in this country and that in Ireland—reference has been made to that several times. However, there is another huge difference: no UK Government have acknowledged negligence liability yet.

[Rehman Chishti]

The hon. Gentleman is absolutely right to say that there is the question of liability, and I understand that it was dealt with at the judicial review, when the High Court addressed it. In Ireland, the issue of fault was raised.