Sustainable Development Goals

Debate between Rory Stewart and Stephen Twigg

Tuesday 11th June 2019 Commons Chamber

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

I welcome the opportunity of today’s debate, and I congratulate the Secretary of State on his appointment. Is he able to confirm that, when the UK makes its submission to the UN, we will make reference to every single one of the goals, targets and indicators for both domestic and international implementation?

[Rory Stewart]

Yes, I am able to confirm that. I hope my distinguished colleague the Chair of the International Development Committee will also feel that we have been quite rigorous and quite tough on ourselves, and have set quite high standards. This is a very open society, and there is no point for us as a Government in trying to hide. The statistics are out there in public, and people can see them from the Office for National Statistics, so we have tried to be as fair and frank as possible about the challenges we face and what we have achieved.

Oral Answers to Questions

Debate between Rory Stewart and Stephen Twigg

Wednesday 29th November 2017 Commons Chamber

[Rory Stewart]

Absolutely, and the challenge of accountability in the developing world is great. Here in Britain, where there is a free media and a lot of civil society, it is very easy, as we all know, for people to challenge a rail project or what is happening in a hospital. In the developing world, we need to invest in ensuring that we have the right kind of beneficiary feedback, because it is the people on the ground who know more, and we will improve only if we listen.

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

Last week, the Select Committee on International Development published our first report of the Parliament on global education. I urge the Government to respond soon to our recommendation that we should fully fund replenishment of the Global Partnership for Education and to make that announcement as early as possible.

[Rory Stewart]

We will be announcing the refresh of our education policy early next year. The key thing, on which we agree absolutely with the Select Committee, is to drive up the quality of education. Attendance is right up, but far too many children are coming out entirely illiterate.

Global Education: G20 Summit

Debate between Rory Stewart and Stephen Twigg

Thursday 6th July 2017 Westminster Hall

[Stephen Twigg]

I am grateful to my hon. Friend for that point. He is my long-standing friend, and represents the constituency that I represented in the House between 1997 and 2005. I welcome him to the House. His point is extremely powerful. In a moment, I will refer briefly to the work that the International Development Committee was doing in the previous Parliament.

I am delighted that the hon. Members for Aldridge-Brownhills (Wendy Morton) and for East Kilbride, Strathaven and Lesmahagow (Dr Cameron) are here. They are both in different roles. The hon. Member for Aldridge-Brownhills is now the Parliamentary Private Secretary to the Secretary of State—I congratulate her on her appointment—and my good friend the hon. Member for East Kilbride, Strathaven and Lesmahagow, represents DFID’s offices in Scotland, but is speaking for the Scottish National party from the Front Bench today. They know that the International Development Committee did a lot of work in the previous Parliament on education, and earlier this year we visited east Africa.

The point that my hon. Friend the Member for Enfield, Southgate (Bambos Charalambous) makes is absolutely pertinent, because we saw real issues with the ability of teachers to get themselves to work. Their levels of pay are such that they often have to work other jobs, and teacher absenteeism is often as big or a bigger challenge than pupil absenteeism in some of the poorer communities of Kenya, Uganda and Tanzania. My hon. Friend makes a very good and powerful point.

DFID has a world-class team of technical staff who deliver the bilateral education programmes and lend support to some of the key multilateral bodies, such as the Global Partnership for Education and Education Cannot Wait. When the Select Committee visited east Africa and the middle east in the previous Parliament, we saw the fruits of UK aid for education. In particular, when we went to Jordan and Lebanon last year, we saw the amazing impact that aid has had on the refugee population, who came particularly from Syria but also from other conflicts in that region. I want to say once again that we owe a debt of gratitude to the Governments and the people of Jordan, Lebanon and Turkey, in particular, which have taken so many Syrian refugees. We can also be proud of our record and that of others on ensuring that many of the children from the conflict in Syria have access to education.

In east Africa, we saw some great examples of UK aid being invested. In Kenya, we visited a truly brilliant project, run by Leonard Cheshire in Kisumu, about identifying children with disabilities or special educational needs—I will return to disability later in my speech. That was a fine example of a very positive programme. In Uganda, we visited a frankly inspiring Saturday school in Kampala, which is funded by DFID and educates child refugees from conflicts elsewhere in Africa who have escaped to Uganda for their own safety, in particular from the Democratic Republic of the Congo.

The UK, via DFID, does many things in education of which we can be proud. As a result, DFID has significant political capital and influence among donors and non-governmental actors, which gives the United Kingdom a responsibility to act as a leader and global advocate on education—including, most immediately, at this weekend’s G20. I urge the Government to use their voice to encourage other donors to allocate more funding to education, and to ensure that existing funding is allocated to areas that most need it.

I also believe—the previous International Development Committee felt this strongly—that DFID can use its influence more with Governments in recipient countries to encourage them to allocate a greater proportion of their domestic budgets to education. Aid alone cannot solve the challenges. Aid has an important role to play, but Governments in some of the poorer countries have a responsibility to spend more of their domestic budgets on education.

Internationally, education is underfunded. To achieve SDG 4—

“Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”—

an enormous increase in funding is needed. The Education Commission, led by former Prime Minister Gordon Brown, estimates that annual spending on education will need to more than double, from a global level of US $1.3 trillion to about $3 trillion by 2030, if we are to have any hope of achieving global goal 4.

In recent years, however, the sad reality is that we have seen a decline in levels of international aid spending on education. In our own overseas development assistance spending, the amount spent on education is lower than the amounts we spend on health, government and civil society, and infrastructure. The UK remains one of the biggest donors internationally, but the figures show that DFID dedicates only 7.56% of its budget to education.

Over the past 15 years, we have seen spectacular improvements in global health. Those advances are clear evidence that the international community, working together, can bring about genuine transformation if the will is there. Innovative partnerships such as the Global Fund to Fight AIDS, Tuberculosis and Malaria, and Gavi, the Vaccine Alliance, have helped to reset global health financing standards, saving tens of millions of lives. We have the opportunity to learn from that experience and to do the same for education.

[The Minister of State, Department for International Development (Rory Stewart)]

In the spirit of this debate and given the hon. Gentleman’s view that we should increase the percentage of the funding we spend on education, may I ask the hon. Gentleman a question? If he wishes to see a 2% increase, what should we decrease spending on in the DFID budget?

[Stephen Twigg]

The Minister asks a very reasonable question, which I was going to come on to, but I will answer now.

The previous International Development Committee, which I chaired, was looking at education. In April, we wrote to the Secretary of State with a proposal that I will refer to in a moment. The solution that we identified is one with which the Minister may or may not agree: we should slow down the shift of ODA spending from DFID to other Government Departments. We want to have a good evidence base for additional spending, and the money saved by that slowing down would enable our proposed increase in spending on education. I will come to that in more detail now.

Before the general election, the Committee was taking evidence on education. As I have just said, I wrote to the Secretary of State in April, urging DFID to increase the percentage of its annual spend on education to no less than 10% of its budget, which would represent an additional 2.5% on the current spend of 7.5%. Many organisations, such as the Malala Fund, RESULTS and others, have urged the Government to go much further and commit 15% of the DFID budget to education.

Since we made our recommendation, the latest DFID figures for the budget spent on education have fallen slightly from that 7.56%, so in the first instance the Government need to reverse that decline and then to head to at least 10%. I would be grateful if the Minister—perhaps not in the debate today, but afterwards—provided me with a complete breakdown of all UK ODA spent on education, including that from other Departments as well as DFID.

I now move on to some of the multilateral organisations, which are more directly relevant to the G20 summit. The Global Partnership for Education supports 65 developing countries to ensure that every child receives a quality basic education, giving priority to the poorest, the most vulnerable and those living in countries affected by fragility and conflict. Along with Education Cannot Wait, the GPE forms an essential part of the multilateral landscape on education, with its focus on low-income countries and basic education, where support is most needed. The GPE has been through significant reform in recent years and, as pointed out by DFID’s multilateral development review, it now aligns well with UK priorities.

The view reached by the previous IDC—I am delighted to welcome to his place my friend, the hon. Member for Stafford (Jeremy Lefroy), an assiduous Committee member since 2010—was that the United Kingdom needs to take a lead during the Global Partnership for Education replenishment round for 2018 to 2020. A substantial contribution from the UK to that replenishment would ensure that the GPE continues to achieve results and, we hope, would act as a lever to encourage and press other Governments to commit their support to funding the work of the GPE.

I also take the opportunity to urge the Government to push for this weekend’s G20 leaders’ communiqué to include a reference to the importance of fully funding the key multilateral bodies, the Global Partnership for Education, Education Cannot Wait and the international finance facility for education.

One of the greatest challenges to face the world in achieving global goal 4 is tackling inequality in education. The theme of “Leaving no one behind” is indeed at the heart of the sustainable development goals. The most marginalised children, including girls, disabled children and refugees, are those most at risk of missing out. A very large proportion of the world’s children are clearly being left behind, and reaching them will be a critical challenge for DFID in the years ahead.

The education of girls is essential, and DFID has rightly made it a priority in recent years. Breaking down the barriers that prevent girls from getting access to education is a huge challenge. I welcome the innovative approach of the Girls’ Education Challenge and recognise that the lessons learned from its programmes could be vital in finding out what works in supporting more girls to receive an education. The G20 rightly has a focus on female economic empowerment. Education is clearly a crucial component of the economic empowerment of women and of economic opportunity for other marginalised sections of society. I urge the Government and the G20 to recognise the vital role that education performs in the economic empowerment of women, especially in the developing world. This summit is an opportune moment for them to do so.

UNICEF estimates that 90% of disabled children in the developing world—nine out of 10 disabled children in the world’s poorest countries—are out of school. That is an extraordinary statistic. The British Council highlighted that although DFID has had a strong focus on girls’ education, it

“has had less focus on children with disabilities and special educational needs”.

The Secretary of State has acknowledged that. She said in March:

“Disability is shamefully the most under-prioritised, under-resourced area in development.”

I agree, as did the last International Development Committee. We recommended in our letter that DFID should place a greater emphasis, akin to its focus on girls’ education, on working to ensure that disabled children have access to appropriate high-quality education. I mentioned the remarkable programme run by Leonard Cheshire that we witnessed in Kisumu in Kenya. That is the sort of programme that I hope DFID not only continues to fund but increases support for, where there is a proven case for doing so.

Let me say something about early childhood education. We know from academic evidence that, by the age of five, a child’s brain is around 90% developed. Early childhood education is crucial for cognitive development and learning outcomes, so investing in pre-primary education can make a real difference to children’s life chances and thereby help to reduce inequality and, indeed, deliver excellent value for money.

It is estimated that, for every dollar invested in early childhood education, the return can be as high as $17 for the most disadvantaged children. Despite that, a new report by Theirworld shows that 85% of children in low-income countries do not have access to pre-primary education. Theirworld states that more than 200 million children under the age of five risk failing to reach their potential.

[Stephen Twigg]

I am grateful to the hon. Gentleman. The example that he gave from Tanzania and my example from Uganda demonstrate that DFID is supporting some brilliant programmes for disabled children and for early childhood. If DFID is able to find the funds to increase its education spending, those are the sorts of programmes that should be protected and, where the evidence is there, expanded—either into other countries or in the countries where they already exist.

[Rory Stewart]

The hon. Gentleman is being generous in giving way. He raises a vital question: what does one do in a poor country with a stretched education budget that is finding it difficult to provide decent primary education or any secondary education at all? How does he envisage the conversation with the Education Minister in such a country about setting up the entire pre-primary education and early learning structure, and about the competing priorities that that involves? Has he seen any examples of that actually working on a systematic basis in a poor developing country?

Education and Local Services

Debate between Rory Stewart and Stephen Twigg

Tuesday 27th June 2017 Commons Chamber

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

It is a pleasure to follow my hon. Friend the Member for East Lothian (Martin Whitfield), who has made a powerful and eloquent speech on behalf of his truly beautiful constituency, as he put it. I also congratulate the other hon. Members on both sides of the House who have made their maiden speeches today.

I welcome the commitment in the Queen’s Speech to maintaining our 0.7% international development commitment. The new Government have two Ministers of State—one of whom I welcome to his place today—who are working jointly in the Department for International Development and the Foreign and Commonwealth Office. I wish them well. Greater co-operation between the two Departments is to be welcomed, but I hope that this will be a partnership and not the first step towards a takeover of DFID by the Foreign Office. Shortly before the election, the cross-party International Development Committee reaffirmed, on a cross-party basis, the importance of maintaining DFID as a stand-alone Department, and I urge the Government to continue to do so.

[The Minister for Africa (Rory Stewart)]

indicated assent.

[Stephen Twigg]

I welcome the fact that the Minister is nodding at what I am saying.

In the recent general election, my pledge to my constituents was to seek a fair deal for Liverpool. Austerity has hit all parts of our country, but it has hit cities such as Liverpool the hardest. Liverpool City Council has faced budget cuts of nearly £100 million since 2010. Merseyside police have lost 1,700 officers or staff, and the Merseyside fire and rescue budget has been cut in half. In the next three years, the Liverpool City Council budget faces a further cut of £90 million. To protect social care, the council made the difficult decision to increase council tax by 4.99% this year, but even with that tax increase it is having to cut social care by £58 million. That is a loss of 5,000 care packages, which will affect some of the poorest and most vulnerable people in Liverpool.

Investment in education is vital for social mobility, community cohesion, and our future economy. There is real concern in the schools in my constituency about the impact of the proposed funding formula. The proposal that was consulted upon last year would result in a loss to Liverpool’s schools of £3 million. The Secretary of State today repeated the pledge in the Conservative manifesto that no school will have its budget cut but, as others have said, the crucial question is about whether that is in real terms. Otherwise, it will represent a cut for schools that desperately need to protect their funding. I urge the Government to maintain the deprivation and prior attainment factors in the proposed funding formula, which are vital for schools in some of the most deprived parts of my constituency.

This is not just about schools; we also need investment in our early years education. Children’s centres do vital work, but there are also nursery schools. I have two outstanding nursery schools in my constituency: East Prescot Nursery School, which celebrates its 70th anniversary this week, and Ellergreen Nursery School. I want assurances from the Government about long-term funding for our nursery schools, which do such a vital job.

Finally, I want to discuss the promised major reform of technical education. There is no doubt that it has been a long-term weakness that goes back decades, as my hon. Friend the Member for Gedling (Vernon Coaker) reminded us. Let us look to countries such as Germany and Switzerland, which have done this so much better than us. I say to the Government, “Good luck with major reform of technical education, but you cannot do it on the cheap.” The biggest cuts in recent years have been to 16-to-19 funding and, in particular, further education. As well as investment in our schools and in our crucial early years education, let us invest in FE, because only then will we achieve the promised major reform of technical education.