Financial Education

Debate between Tessa Munt and Justin Tomlinson

Thursday 15th December 2011 Commons Chamber

[Justin Tomlinson]

I thank my hon. Friend for that contribution. We considered a stand-alone subject and, in our utopian world, we would have loved to see a stand-alone financial education qualification, module or however it might have been, but we recognised that greater freedoms have been given to schools, so we thought it best to build such education, in the most relevant and rigorous way, into the subjects currently on offer.

[Tessa Munt (Wells) (LD)]

Does my hon. Friend not agree that such education is about understanding mathematical concepts in a practical way, so it does not need to displace any part of the curriculum? If one is looking at the cost of leasing the car, at whether to place a spread bet or whatever other type of bet, or at anything else, one needs to understand percentages, multiplication and all those things. They are lifetime examples that should be taken into the classroom.

[Justin Tomlinson]

I thank my hon. Friend for that, because it answers in part an earlier intervention.

--- Later in debate ---

[Tessa Munt]

rose—

[Justin Tomlinson]

I am sure that was not the thrust of the earlier intervention.

[Tessa Munt]

rose—

[Madam Deputy Speaker (Dawn Primarolo)]

Order. One intervention at a time. Is the hon. Gentleman giving way?

[Justin Tomlinson]

Yes.

[Tessa Munt]

I accept absolutely the point about not teaching primary school children spread betting, but young constituents of mine have made appalling errors due to the betting that is available online, and I complain constantly that on mainstream television there are 31 hours and 55 minutes of online betting shows late at night. Does my hon. Friend agree that, unless one understands the implications of what one is doing, one is in deep trouble?

[Justin Tomlinson]

I thank hon. Members for their interventions; I shall try to give one response to the three of them. In secondary schools, anything to do with betting or credit cards could be relevant. It is very important, however, that we as a society do not necessarily judge what is right and wrong for individuals. However, the PSHE side of things offers an opportunity to discuss the implications.

How much time should be spent on such education? I am conscious that I was called to speak ahead of my hon. Friend the Member for Brigg and Goole. I do not want to steal all his best lines, and he is keen to set that issue out in detail. However, in summary, I emphasise again that in primary schools the priority is to provide the building blocks for secondary schools, and that is very much on the mental arithmetic side—perhaps just an introduction to the concept of money.

In secondary schools, as has been pointed out, financial education should be integral. In many ways, some of that work already takes place. For example, we already expect students to do calculations in mathematics; we would like those calculations to be applied to real-life situations. Rather than asking what is 10% of 100, it might be better to ask how much a loan of £100 at 10% interest would cost someone. That is the same calculation, but the point is brought home.

There is another element to that. I am very supportive of mathematics; I studied it at A-level and I am a great believer that our success as a nation relies on our encouraging more young people to take up mathematics. One of the biggest challenges is that young people are put off the subject because they think that it is a lot harder than it really is, because they do not apply it to everyday life. When we ask young people whether when they look at different tariffs on mobile phone contracts they realise that they are carrying out a mathematical calculation, they find that they are interested in the subject. Such approaches can be used as an opportunity and a hook to encourage more people to go on to do the further maths that this country so needs.

In conclusion, I have been absolutely bombarded with statistics from supportive organisations; I met more than 100 of them before we even started looking into producing our report. They have been helpful with statistics. The one that stands out more than any other is that 91% of people who have got themselves into financial difficulty feel that if they had been better informed, they might well have taken a different path. Hindsight is wonderful. We all think, “If only I had done that”. But I certainly think that the principle of that statistic is right; so many people who get themselves into difficulty could have done otherwise. We have an absolute duty to equip the next generation of consumers to make informed decisions. Driving up standards in mathematics and PSHE goes hand in hand with our campaign for compulsory financial education. I urge the Government to embrace our positive and constructive report as part of the national curriculum review.