My Lords, I am very pleased to have the opportunity to introduce this debate. I thank all who are taking part and apologise that they have only two minutes to speak. I also bring apologies from the noble Lord, Lord Blunkett, that he is unavoidably unable to be with us on a topic where he has great expertise.
It is widely recognised that personal and social development are key aims of education at all levels. However, there are only minimal requirements on schools and funding pressures mean that these areas do not get the priority they deserve. DfE advice for education providers is that they should include
“other non-qualification activity to develop students’ character, broader skills, attitudes and confidence, and support progression”.
This might include their ability to travel independently, to cook and eat healthily, to stay safe and to understand their all-important personal finances. This should be at the heart of education. Employers tend not to prioritise academic qualifications. They look for resilience, problem-solving, contributions to the community—life skills that impact on young people, our communities and our country.
I am currently on a committee chaired by the noble Lord, Lord Johnson, to look at education for 11 to 16 year-olds. As we take evidence, it is becoming increasingly clear that our current school priorities are not fit for purpose, whatever the Schools Minister, Nick Gibb, may think. The EBacc and other programmes are directed to academic achievements, with GCSE, A-level and university being the main drivers. Young people whose interests and talents lie in more practical directions are largely overlooked, their motivation declining with every year when “Hamlet” and calculus are deemed more important than engineering, catering, music, the arts—indeed, all forms of creativity. Preparation for adult life is given minimal attention.
There are some brilliant citizenship programmes where young people learn the key skills of working with others, communication and self-management. They are taught about democracy; the importance of voting; human, moral, legal and political rights and duties; tolerance and diversity; and the invaluable contributions that can be made by volunteers. They are advised of financial literacy to enable them to manage their future incomes; of course, this is particularly important in these times of hardship and so much more relevant than algebra. When did noble Lords last use quadratic equations? They were fun while they lasted—I thoroughly enjoyed them—but by golly were they transient. Pupils are pointed to sex and health education although citizenship is not the same as PSHE, important as that is. They learn about ways in which they can play their part in the community, such as caring for others, old and young, disabled or sick, who may need help in everyday life, and the satisfaction that comes from activities that earn them money but help the world to be a better place.