Creative Arts Education
Tristan Osborne Excerpts(2 months ago)
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Tristan Osborne (Chatham and Aylesford) (Lab)
It is a pleasure to serve under your chairmanship, Mr Mundell. I thank the hon. Member for Chichester (Jess Brown-Fuller) for securing this debate and for her outstanding speech. The creative arts is a topic that touches the hearts of all our communities, whatever our constituency, and has a direct impact on the economy and our identity across all our nations and regions.
The Government estimate that creative industries generate £126 billion in gross value added to the economy and employ some 2.5 million people, yet sometimes people argue that there is an either/or when it comes to education and that the performing arts, and the arts in general, are not an economic contributor. In my own area, Kent county council reported that the number of creative jobs has increased by 24% in Kent over the last five years, with 35% of them in the new sectors of IT, software and computer services. None of that happens in isolation. As the hon. Member for Chichester identified, it links back to education in schools. Every actor, film maker and games designer has a foundation in our education system, yet in recent years we have seen a worrying decline in creative arts education.
A recent report published by the University of Warwick indicated that between 2009 and 2023, UK funding for the arts decreased, alongside a 47% slump in GCSE entries in arts subjects. It is absolutely right that the EBacc needs to be looked at alongside the curriculum review to indicate that there is not just a fixation on STEM subjects. As an officer of the all-party parliamentary group for video games and esports, I can say that investment in games technologies and art is about not only the past, but the future, and significant revenue and numbers of jobs can be secured in those sectors. It is an economic necessity that we look at the full breadth of STEAM skills that a 21st-century economy needs.
Medway in my area has a great legacy of theatre, music and production. I myself was a chorister at Rochester cathedral. We celebrate the breadth of diversity in our area, but we are being let down through our education system. I have a number of questions for the Minister. Will art be a key focus of the curriculum review so that all our children can fully access such subjects? Will she report back on some of the changing industries of the future, specifically around gaming, games technologies and e-sports, which represent a significant growth opportunity for our economy and were recognised in the investment programme recently announced by the Government? How can we encourage colleges and schools to look at those sectors of the future and invest in them?
The Local Government Association report says that for every £1 spent on arts and culture, £4 is returned to the local economy. How can we change the narrative that arts are not just a by-product of a successful economy? They are an essential part of our economy.
I will finish by saying that creative education is not just a luxury; it is an absolute necessity. It enriches lives, builds communities and drives our local and national economies. My area of Medway is a shining example of how creativity can transform places, generate prosperity and inspire generations, but we need to go further and faster for the future of all our citizens.
Educational Opportunities
Tristan Osborne Excerpts(3 months, 1 week ago)
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Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
Tristan Osborne (Chatham and Aylesford) (Lab)
It is a pleasure to serve under your chairmanship, Mr Pritchard. I thank my hon. Friend the Member for Folkestone and Hythe (Tony Vaughan) for securing this debate. As a former teacher in secondary education, like many others here, this issue is a particular passion. There are a multitude of situational, institutional and dispositional barriers that impact people. Those barriers will impact each and every one of us over the course of our lives, and across our constituencies many people will be affected by those barriers layered on top of each other.
I will talk about three types of barrier in particular. They were identified by the former Government, but I believe they need to be tackled by this Government. The first is age. We know that over the course of our lifetimes, many of us might have multiple careers, depending on future election results. Many of our constituents will also have multiple jobs and multiple careers, and they need to be given opportunities in the employment landscape to engage in continuous professional development. They need access to courses—not necessarily university courses, but other types of courses. What can be done to promote continuous professional development in the workplace? We know that is age-related as well.
I want to highlight the fact that BAE Systems, a major employer in my constituency that just invested £200 million extra in the Rochester aerospace division, is promoting continuous professional development within its employment base, as well as additional apprenticeships for those aged 18 and over. That type of large-scale initiative can also link with the Government’s investment strategy around the green new deal, and where we can set the direction of the future and align it with colleges and aspiration.
The second barrier, as many of my colleagues have mentioned, is SEND access. Having met headteachers last week in Holmesdale School and Holborough Lakes in my constituency, I can tell hon. Members now that local authorities, including Kent, are struggling with getting provision into schools and supporting our students. What can we do to ensure that this appalling legacy is redressed?
The final barrier is early years access. One of the proudest achievements of the last Labour Government was Sure Start, which gave educational opportunities. We know that if we target students at the very youngest age, outcomes can be positive at the end of their lives. That life course is absolutely critical if we are to get aspiration into our young people, so what will the Government do around early years provision so that we can get support to parents and give educational opportunities to all our young people?